Id 16 

.3 
.K2 
1922 
Copy 1 



STATE OF KANSAS 
DEPARTMENT OF EDUCATION 



COURSE OF STUDY for 
HIGH SCHOOLS 




£■_.-- Z- ^-^ /.. 



SUBJECT— HISTORY AND SOCIAL SCIENCE 



LORRAINE ELIZABETH WOOSTER, 
State Superintendent 



Prepared in 

COMPLIANCE WITH THE LAW 

1922 



Note. — Each High School in the State, in compliance with the Law, must be supplied with a 
copy of the High -School Course of Study covering the subjects taught. The copy is 
the property of the School District and must be preserved. 

9-4147 



STATE OF KANSAS 
DEPARTMENT OF EDUCATION 



COURSE OF STUDY FOR 
HIGH SCHOOLS 



SUBJECT— HISTORY AND SOCIAL SCIENCE 



Prepared in 
COMPLIANCE WITH THE LAW 



PRINTED BY KANSAS STATE PRINTING PLANT 

B. P. WALKER, STATE PRINTER 

TOPEKA 1922 

9-4147 



:B'^ 



.3 



LIBRARY OF CONGRESS 
OOCU»VI»£NTS DiViolO: 



This Course of Study is the Property of 

The High School, 

- County, Kansas. 



This Course of Study Outline is for use for five years, to 1927, 
and until another is issued, it must be preserved in compliance 
with the Law. 



MALICIOUS DESTRUCTION OF PROPERTY. 

Children and other persons should be taught to aid in the care 
and .protection of all private and public property. It is the im- 
portant step toward good citizenship. 

[3715] Any person who shall willfully and maliciously destroy, 
deface, remove or injure the property of another, public or pri- 
vate, when the value of the property is under twenty dollars, shall 
on conviction be deemed guilty of a misdemeanor, and punished 
by fine not less than one dollar nor more than one hundred dol- 
lars, or by imprisonment in the county jail not to exceed six 
months, or by both such fine and imprisonment. (Laws 1907, ch. 
185, sec. 1.) 

[3716] Any person who shall willfully and maliciously destroy, 
deface, remove or injure the property of another, public or pri- 
vate, when the value of the property and when the amount of 
damage done thereto is twenty dollars or more, shall on convic- 
tion be deemed guilty of a felony, and be punished by imprison- 
ment at hard labor in the penitentiary of the state of Kansas for 
a term not less than one year nor more than five j'ears. (Laws 
1907, ch. 185, sec. 2.) 



Note. — This Outline will be sent to Members of Boards of Edu- 
cation, Superintendents and Principals only. 



(3) 



STATE BOARD OF EDUCATION. 



Lorraine Elizabeth Wooster, Chairman. 
State Superintendent of Public Instruction, Topeka. 

E. H. LiNDLEY, 

Chancellor of the University of Kansas, Lawrence. 

W. M. Jardine, 
President Kansas State Agricultural College, Manhattan. 

Thomas W. Butcher, 
President Kansas State Normal School, Emporia. 

W. A. Brandenburg, 

President State Manual Training Normal School, Pittsburg. 

W. A. Lewis, 
President Fort Hays Kansas Normal School, Hays. 

L. W. Mayberry, 
Superintendent City Schools, Wichita. 

Leo T. Gibbens, 
County Superintendent, Scott County, Scott City. 

Emma F. Wilson, 
County Superintendent, Finney County, Garden City. 



(4) 



COURSES OF STUDY, BY SUBJECTS, FOR HIGH SCHOOLS. 



Synopsis. 

English. 

Mathematics. 

History and Social Science. 

Science. 

Foreign Languages. 

Normal Training. 

Commercial Subjects. 

Industrial Subjects. 

Music and Art. 



BOOKS ADOPTED FOR HISTORY AND SOCIAL SCIENCE. 

Contract Retail 

Robinson-Breasted-Beard Series: P"<^«- P"'^^- 

History of Europe, Ancient and Medieval. Robinson and Breasted ... . 1.54 1.77 

Outlines of European History — Part H. Robinson and Beard 1.54 1.77 

Ginn & Co. 
Modern Progress. West 1.60 1.84 

Allyn & Bacon. 
Advanced American History. Fortnan 1.49 1.71 

The Century Company. 
History of England. Lamed 1.28 1.47 

Houghton Mifflin Company. 
Government and Politics in United States (Kansas Edition). Cuittcau. . . . 1.28 1.47 

Houghton Mifflin Company. 
Community Civics. Hughes 1.00 1.15 

Allyn & Bacon. 
Elementary Economics. Thompson 1.20 1 .38 

Benj.H. Sanborn & Co. 
Price's American History Note Book 61 .70 

APPROVED FOR SUPPLEMENTARY USE IN HIGH SCHOOLS. 

Contract Retail 
price. price. 

General History of Europe. Robinson-Breasted-Smith $1.60 $1.84 

Ginn & Co. 
Hughes' Economic Civics 1 . 00 1.15 

Allyn & Bacon. 

(5) 



CONTENTS OF OUTLINE. 



PAGE 

Ancient History 10 

Medieval History 15 

Modern History 15 

English History 16 

American History 17 

Current History 51 

Economics 51 

Civics 53 

Community Civics 70 

Reference Books and Material 77 



"History increases one's knowledge of himself and his fellows; develops 
sympathy and charity; makes us realize that nations, like individuals, must 
act in accordance with the moral law; prepares for citizenship, by the knowl- 
edge it imparts, by developing a certain kind of reasoning power, by 
fostering a high civic ideal." — Gordy. 



(6) 



Course of Study for High Schools. 



HISTORY AND SOCIAL SCIENCE. 

There are five things which enter into the study of History and Social Sci- 
ences: (a) The teacher; (h) the pupil; (c) the recitation; (d) the textbook 
and reference material; (e) illustrative material. 

THE TEACHER. 

No teacher can see more than he has made himself capable of seeing, nor 
can he explain what he is not capable of sharing. No other list of subjects in 
the high-school course makes a greater demand upon both the scholarship and 
the pedagogical skill of the teacher, or upon his personality, than history, civics 
and economics. It is a fallacy to say or think that any one can teach history 
or civics, and administrative heads make a grave mistake if the social studies 
of their schools are distributed among their teaching force on that assumption. 
The most interesting story in the world would fail to impress the hearer if it 
were presented in a halting, incoherent, fragmentary fashion. The teacher 
whose eyes must be constantly glued to the textbook is a helpless menace to 
good results. 

The properly conducted scientific demonstration progresses to the reasoned 
and inevitable conclusion by an orderly and systematic series of inental steps; 
so also the method used in the conduct of history or civics recitation "Ts-Jiierely 
the artistic and scientific treatment of the subject matter. If this method be 
well ordered, vigorous and psychologically stimulating the reaction on tile 
part of the pupil will be satisfactory. No person can teach history unless he 
is an earnest student of mind activity as well as of subject matter. The pres- 
entation must meet the receptive powers of the pupil. He must be led, not 
dragged, through the field. He grows by what he makes a part of himself, and 
it is the teacher's fimction to create the desire in him to grow. 

THE PL'PIL. 

The pupil comes to take up the study with no definite idea why. Perhaps 
he has developed an interest in the grades in stories of history and the lives 
of prominent men. Perhaps he is an ardent militarist and thinks of history 
in the terms of war and conquest. More commonly he takes the course be- 
cause of some requirement or outside pressure. Of its social value, its bearing 
upon his own life, he appreciates but little and has probably been taught less. 
His schooling has no doubt been largely textbookish — that is, reading and 
reproducing; accepting the thing as stated with Uttle if any application. He 
has never had the fascination of tracing the sequence by which successive 
occurrences are seen to produce their necessary results, and causes, however 
remote, converge upon a common end. He is at an age when the objective, the 
heroic, the social, will appeal. He is at the age when ideals are created and 
foundations laid for future life, and at an age' when enthusiasm can be aroused, 
but if once aroused must be satisfied. The pupil problem is, for the teacher, 
as big, if not bigger, than the subject presentation problem. 

THE RECITATION. 

The pupils and the teacher meet in the recitation. If there is one thing 
the recitation should not be it is the reproduction of something committecl 
from a textbook. It should be a place to unify and relate the various reading 
done by the different members of the class — a clearing house of facts and ideas 
collected or conceived by the members of the class in the process of studying 
or developing some phase of the subject matter. When ideas and facts lead 
to thinking the recitation is profitable. 

(7) 



8 Course of Study for High Schools. 

The recitation should not be a lecture by the teacher. He should be on his 
guard against talking too much. This fault is altogether too common, es- 
pecially among young teachers who have come directty out of college where 
they have been in contact with lecture courses. It is the mental activity of 
the pupil that is desired and not his entertainment. By pointed questions, 
suggestions and effective illustrations, the recitation should be made the 
place where the pupil is taught to handle historical matter and to learn 
history. 

One very important function of the recitation is to, prepare the pupil to 
study intelligently the next phase of the work. Textbooks are sometimes 
difficult and need ilhmiination. The pupil may have long been accustomed to 
page assignments and not know how to develop a topical assignment. Per- 
haps he does not understand the value of an index or table of contents nor 
know how to make use of them. Frequently physical and political geography 
are absolutely essential to a correct understanding of an advance assignment. 
The importance of the geographical setting must often be developed if im- 
pressions are to be correctly fixed. Often the anticipation of some of the 
chief difficvdties to be overcome, showing that the teacher is sympathetically 
thinking in terms of the pupil, will overcome antagonistic tendencies on the 
part of some pupils. Teachers should remember that the recitation period is 
their opportunity to inspire pupils to do independent thinking in connecting 
to-day's work up with that previously gone over and see that it points the 
way toward the work of the next day. It shows them how to analyze material, 
to verify a statement, also to vivify it, to recognize a principle when stated 
and know the difference between a principle and detail. 

THE TEXTBOOK AND REFERENCE MATERIAL. 

In no case should the textbook become a limiting tyrant either to pupil or 
teacher. It must of necessity be the basic guide in the search for information. 
It is the pupil's first source, and in case of limited reference facilities will be- 
come, on many points, his only source; but he should be encouraged never to 
accept it as the final word if he can possibly find other information. The en- 
cyclopedia, the library, the chart, map, atlas, current magazines and daily 
papers, state documents, statutes, public records, older people who have lived 
through certain political and social conditions should all be utilized as sources 
when available and applicable. The index and how to use it may well form 
the basis of one or two days' study. Few high-school pupils ever use or know 
how to use an index. 

ILLUSTR.WI\'E MATERIAL. 

The history class room should be a laboratory for the study of social 
progress; charts, maps, pictures and models are as necessary as the apparatus 
of the physics laboratory. Pictures, models, casts, physical charts, lantern 
slides and statuary are useful factors in making history alive. 

GENERAL SUGGESTIONS. 

1. Be sure that the pupils realize that in studying history they are studying 
their own inheritance. If they expect to be able to interpret present-day 
human activities, they must have some understanding of the developrnent of 
the race. Most pupils have never been brought face to face with this idea 
and the teacher must bring them to realize its importance. Time spent in so 
doing is well spent. 

2. The great object of history study is to learn how man became what he 
is from what he was. 

3. Do not lose sight of the importance of great historic figures or personali- 
ties, but do not fail to show them in an atmosphere of real life. To say that 
Alexander was a great conquerer, that he marshalled an army, crossed into 
Asia, conquered all the known world and then cried because there were no more 
worlds to conquer, has very little real vital interest. But a study of the con- 
ditions, social, political and economic at home and abroad which made it 
possible for Alexander to accomplish what he did can be made intensely in- 
teresting. 



History and Social Science. 



4. History will fail if it is merely a study of paM events. It must be a 
study of past conditions and institutions if it has life. 

5. Do not fail to utilize the pictures in the textbook; time spent in their 
study IS well spent. The highly graphic, pictorial monuments and records of 
the East, when accompanied by proper explanations and study, may be made 
to ser\-e as the most practical and successful introduction of the public school 
pupils to the history of early man. And when adequately explained, these 
records serve to dispel that sense of complete unreality which hampers the 
modern young person when approaching the career of ancient man. 

6. Any achievement of man to be of historical value must have a bearing 
upon some future condition or development in man's progress. If it does not, 
do not waste time on it. 

7. The teacher should study the preface and appendix of the textbook. 
Many valuable aids and suggestions may be found there for vitalizing the 
work. 

8. Dates are important. But do not make the mistake of having the pupil 
learn isolated dates. A very successful way of fixing dates of events is for the 
instructor himself to make a practice never to mention or discuss an event 
without also mentioning the date. He may also insist that his pupils adopt 
this practice. This furnishes a reason for having the date in mmd. 

9. Notebooks. Unless notebooks are properly used and properly kept they 
are of no value. Notebooks may be made very helpful to the pupil if the 
notes are taken in a form which will prove of value as a foundation for ad- 
vanced lessons and in preparation for reviews and examinations. Unless the 
teacher is willing to spend time with the pupils teaching them how to keep 
a notebook and in carefully criticising them, they will have a tendency to be 
of little value. This criticism must involve the use of English as well as the 
history information. The pupil should never be allowed to present his note- 
book kept in utter disregard of the principles of correctly written English 
when he is at the same time a student of English. 

Notebooks should be written in ink only. 

A uniform notebook should be used throughout the school in all classes; 
if this is impossible, at least throughout the class. 

It is possible to burden pupils loith notebooks that require a great amount 
of mechanical labor which, so far as helping the pupil to a better understand- 
ing of history, is a mere waste of time. The mere reproduction of paragraphs 
from text or reference books is worse than useless. 

Much successful teaching can be done without the use of a formal note- 
book. 

Notes taken on outside reading should show evidence of the pupil's prog- 
ress. He must learn to sift. Many times a 'rapid glance over a paragraph 
or several of them may bring to mind a conclusion, an impression, or may 
establish a fact which can be and should be stated by the pujiil in one concise 
sentence. 

In addition to outside reading the notebook should contain: (a) Sum- 
maries of facts and inferences gained from the classroom discussions and con- 
clusions, (b) Maps or charts which have a direct bearing upon some special 
phase, and constructed as the result of study and analysis. (The ordinary' 
use of the outline map books is of comparatively little value; it consists 
usually in copying, even to the colors used, some wall map or textbook map; 
a careful study and discussion of these would be far more useful), (c) Out- 
lines of special study. For example, those of suggestion No. 3 of ancient 
historv' or outlines to show the parallel tendency of human progress wherever 
found, such as religion among all peoples, architecture, etc. id) All special 
reports which the pupil is called on to make. 

The notebook should be the work of the pupil himself and should show his 
individuality. If he adopt the work of some one else, or if the teacher dictates 
the exact content and form, the main purpose of the notebook is defeated, 
viz.: to give the pupil training in classifying and arranging material; to test 
his powers of diseriminaton between the important and the unimportant; to 



10 Course of Study for High Schools. 

trace relations through a series of lessons and to record facts in an intelligible 
manner for future use. 

10. Because the social, political, religious and economic sides of history 
have been more directly pointed to in the suggestions does not necessarily 
indicate that wars are to be shunned. Wars play an inseparable part in human 
progress and cannot be neglected. Their causes and effects are intricately 
woven into the social, political, religious and economic makeup of the people 
involved. When studied from this standpoint a war assumes its proper place 
in historical study. The history teacher will find few problems he can raise 
which will awaken the interest and response on the part of his pupils as will 
the study of the conditions and events leading to a given war, and the social, 
political, religious or economic results of the struggle. Great personalities 
invariably appear in wars and frequently come to control, absolutely, the 
situation; but there is always some great underlying cause or condition which 
made it possible for them to do so. Personal ambition may play an important 
part, but it can do little without the underlying conditions to work upon ; and 
how little personal ambition ever plays in the great final settlement. 

That study of a war which consists in learning the dates; the leaders; the 
battles fought; the number of killed, wounded, and missing in each battle; 
the numbers fighting on each side and all the other insignificant details which 
so frequently take up the time of class discussion is a mere waste of time 
and energy and should be avoided. Dates of wars, as fixing the location in 
procedure of time and of human development, are important, but should be 
fixed as a consequence of class discussion, not learned as isolated facts. 

In study of wars the part plaj'ed by the economic or commercial conditions 
should especially be noted. ^ 

11. Time spent in the beginning of histoiy study to establish an atmos- 
]ihere for the work is never lost. To get the class started from the correct 
point of view is a long step in solution of the presentation problem. The 
teacher should make sure at the outset that the opening survey of the field 
conveys clear ideas to the pupil. 



HISTORY. 

Courses in ancient, medieval and modern history may be offered on the 
basis of the following texts: (a) the "European Outlines," Part I and Part II, 
by Robinson, Breasted and Beard; (b) "Modern Progress," by West. 

The adopted text for cIa.ssroom use for the first year's work is "History of 
Europe, Ancient and Medieval," Robinson and Breasted. For the second 
year's work either "Outlines of European History, Part II," Robinson and 
Beard, or "Modern Progress," West, should be the class text. 

In using either series of texts the teacher should keep in mind that a great 
part of the detail of ancient, especially Greek and Roman, history is and must 
be eliminated from the history courses in high schools, and that instead, an 
emphasis should be placed upon the outstanding features bearing upon race 
development. The teacher himself should be thoroughly con\-ersant with and 
appreciative of the development of European peoples since 1700. 

ANCIENT HISTORY. 

(Ancient History in combination with Medieval History, one unit.) 

Prof. James Henry Breasted has given to the history teachers of Kansas 
the following hints on how and why ancient history should be studied : 

"It was Agassiz who, standing at the foot of an Alpine glacier and watch- 
ing the slow transportation of boulders on the creeping ice, the grinding and 
cutting by which the ^'ast ice masses were sculpturing the rock, and the rush- 
ing torrent fed by the melting ice — it was Agassiz, I believe, who first per- 
ceived that these operations of the glacier were the continuation of the long 
process by which the great northern ice cap had in past ages been so largely 



History and Social Science. 11 

instrumental in fashioning much of the present surface of the northern hemi- 
sphere. Since then it has become a commonplace of knowledge, that the geo- 
logical processes of bygone ages are still largely in operation, and in con- 
formity with this fact, children of little more than kindergarten age are taken 
out to streams, lakes, hilltops and valleys, in order to observe the processes 
still going on. The geography of the present day, and the processes revealed 
by geological science as having been in operation for aeons, are, for the intelli- 
gent teacher of geography, inseparable subjects. For the geologist the present 
is usually made to explain the past; for the geographer the past is made to 
explain the present. The forces studied by the geographer and geologist are 
too vast to be controlled by him, or in any way manipulated so that he can 
repeat the experiment as the chemist does in his laboratory. The geologist 
cannot set a glacier going, or explode a made-to-order ^'olcano. He must wait 
until nature furnishes him with these phenomena in actual operation. When 
she does so, as we have observed in the case of the glacier, the geologist of 
course observes processes and results which explain to him many things other- 
wise not intelligible in the curious wreckage of the past which covers the 
surface of our earth. 

"What is thus a commonplace in the methods of modern natural science is 
equally true of the study of man and his career by the historian. Although 
the conscientious historian should be exceedingly cautious in explaining the 
present by means of the past, or even in merely illustrating the past by means 
of modern processes, there can, nevertheless, be no doubt about the procedure 
in teaching history in the secondary schools. The history teacher should 
make it clear that the subject he is taking up with his pupils is life, human 
life in its everyday aspects with which every pupil in the room is familiar. 
Perhaps the best way to accomplish this is to begin with the primitive man, 
and to ask the boys in the class to give some account of the makeshifts and 
temporary devices, for them perhaps real inventions, by which they supplied 
the lack of various home conveniences and equipment, when they are out on 
some summer camping expedition. They must be brought to see that their 
fundamental needs on such a trip were food, clothing and shelter. The last 
two probably brought from home, but for the first, if they w^ere really rough- 
ing it, they were depending on their own skill as hunters and fishermen. They 
must then imagine themselves not only deprived of every implement and de- 
vice brought from home, but what is more, they must conceive themselves 
without any knowledge that such things might be devised. Let them remem- 
ber, for example, that even our great grandfathers had no matches. 

''The story of man for the secondary schools, then, is not constitutional 
history or political development in the first instance; but it should begin with 
the fascinating struggle by which the primitive man, barehanded, confronted 
the wilderness and slowly devised the weapons, tools and implements by 
which he made conquest of the material world about him. 

"The next important point to be impressed upon the pupils is, that from 
the day when man made his first stone implement down to the present 
moment, he has left behind as it were, a trail of such works of his hands, by 
which we may now foljow his progress and trace the path along which he has 
come. There are few regions of the United States which cannot furnish, as an 
illustration of this fact, a stone hatchet or arrowhead left behind by the 
Indians. I saw recently, preserved as a curiosity in a great modern manu- 
factory of agricultural implements, a plow with a wooden plowshare tipped 
with iron, which had been in use in this country only a century ago. Such 
things, preserved in oriental lands for many thousands of years, have re- 
vealed, and as discovery proceeds, are still revealing more fully, many im- 
portant steps by which civilization was first gained in the Orient, and develop- 
ing there, was transmitted to barbarian Europe, which then itself began to 
carry civilization to higher levels than it had gained in the Orient. 

"This transmission of civilization from the Orient to Europe, a process 
made possible only by the Egyptian invention of sea-going ships with sails, 
should be impressed upon the pupils as the beginning of oversea commerce 
and colonization, leading eventually to the discovery and colonization of our 



12 Course of Study for High Schools. 

land. For the earliest maritime life of the eastern Mediterranean, begun by 
the Egyptians, and de\eloped by the Cretans, was carried westward by the 
Phoenicians and Greeks, and the western Mediterranean became for the early 
peoples the first new world to be explored, colonized and commercially de- 
veloped as new markets and especially new resources like mineral wealth, were 
foxmd there. The earliest fine stone buildings in the western Mediterranean 
were those of the Greeks in southern Italy and Sicily, and they still survive 
in many places there, to be shown to the young student of history as visible 
evidence of the process by which the western Mediterranean was finally civil- 
ized, and with it ultimately western Europe also. The voyage of Columbus 
from this civilized western Europe was thus only the continuation of a process 
which began in the eastern Mediterranean four thousand five hundred years 
earlier; and the colonization of America which followed the voyage of Colum- 
bus was the final phase of westward migration begun by the Greeks and 
Phoenicians twenty-five hundred years before Columbus was born. 

"Such facts are but a few from the great mass of facts covering the whole 
range of man's life, showing how ancient history has disclosed to us the 
earlier stages of processes which are still going on around us, and while in- 
discriminate generalization in this direction is inadvisable, it is to my mind 
obvious that the teacher in the secondary schools should make as full use of 
this great truth as may be necessary to impress his pupils with the fact that in 
taking up ancient history they are not following a watercourse which has 
run drj', but a great stream of inexhaustible human life, the life of our an- 
cestors and our own. 

"This view of ancient history in itself prescribes the method to be em- 
ployed in teaching it, and already above suggested. The fundamental prin- 
ciple underlying the method should be the reality of the ancient life to be 
studied — a reality which becomes the more evident when we discern ancient 
life as simply an earlier stage of our own, peopled by men and women en- 
deavoring to accomplish the same ends and to meet the same needs as those 
which control our own course of life. In my experience this'sense of reality can 
best be gained b.v constant study of actual material survivals from the ancient 
world. Such materials are not easily accessible to the history teacher in the 
secondary schools. Ancient coins are the chief original documents which he 
could most easil.y obtain. An admirable survey of all such illustrative ma- 
terials, obtainable at moderate cost, is given by Professor Robinson of Johns 
Hopkins, in the Classical Weekly* Photographs will naturally be the teacher's 
chief reliance, and these are plentiful and easily obtainable. 

"The teacher will himself gain great profit and enjoyment, as he gradually 
acquires the art of making such objects, whether originals or photographic 
reproductions, tell to the pupils the story which every work of human hands 
may be made to tell ; while the gain to the pupils in interest, enthusiasm and 
ability to acquire the necessary facts is incalculable. I have endeavored to 
exemplify this method to the fullest possible extent in my 'Ancient Times.' 
A study of the pyramid diagram (fig." 38) in that book will show, for example, 
how impressively these surviving monuments still serve as an imposing line 
of landmarks, revealing the splendid upward march oL emerging civilization. 
The insistent reality of these movements still rising on the margin of the 
desert adds immensely to the reality of the ancient career which they reveal. 
A youthful recruit in the Roman army, landing for the first time in a Roman 
war harbor in Italy, becomes a very human reality when the boys and girls 
of to-day are able to see a photograph of his first letter to the good old father 
at home, and to read the young soldier's story of his stormy voyage, his new 
uniform, his military name, his first installment of pay, and his pleased an- 
nouncement that he is accompanying the letter by a picture of himself, in- 
tended of course to show the proud wearer in his new uniform* (See "Ancient 
Times," Fig. 253.) Sentimental interest is not the only gain in this case. The 
class also learns with what precision the ancient Roman military postal system 
operated. 

* Classical Weekly. Vol. X, No. 1, Oct., 1916. 



History and Social Science. 13 

"Finally such a method begins with the assumption that the career of man, 
like the operations of nature about us, was not a matter of books, but a 
process which has left its traces and its records behind. By a study of these 
we recover the ancient process, the human career, and all books of any in- 
trinsic value ha\e merely gathered up what can be learned from such surviv- 
ing traces and records left by man. Beginning in this way, the pupil may 
from the very first day escape the usual and fatal impression that history is 
a matter of facts or statements recorded in a book. Once this common im- 
pression has been created, the reality of the human career in ancient times is 
not likely ever to dawn upon' the mind of the average pupil. 

"I fear I have already appropriated too much space to say very much about 
the purpose of studying ancient history. The culmination of all this great 
order of things about us is modern civilized man. Man and his works are the 
greatest result which a develoj^ing universe has yet brought forth. We study 
the earlier phases of the universe which brought forth words like ours, we 
study the developing earth itself, its vegetable life, its living creatures, as they 
are now and as they were ages ago. Shall we not then learn anything of the 
earlier chai)ters in the human story, telling us how we became what we are? 
We feel a reverence for the mysterious and beautiful world about us — a 
reverence akin to religion. Shall not a similar feeling animate us toward the 
career of the most nobly endowed creature which the universe, as known to 
us, has yet brought forth? But quite apart from inspiring and more general 
consideration such as these, there are many others more practical and specific 
which should incline all our history teachers to take the greatest pride in their 
work, and lead them to the conviction that the subject they teach is for every 
pupil in the schools, the indispensable culmination, the apex without which all 
study is lamentably incomplete. The helplessness of the average American 
citizen in contemplating our own international situation to-day is chiefly due 
to his complete unfamiliarity with the history of imperialism in the past, es- 
pecially its long development in the ancient world and its culmination in the 
Roman Empire, the most nearly universal system of imperial power which 
man has yet erected. No man in a rei)ublic like ours is qualified to deal in- 
telligently with the great range of public questions which he is called upon 
to decide without some knowledge of earlier human experience in dealing with 
the same questions. The average man's repugnance to a system of universal 
compulsory service for the state is due to his unacquaintance with the bene- 
ficial results of some .such system among earlier men. The innumerable sects 
and religious fads which flourish in the United States as nowhere else in the 
world, are in no small measiu'e due to the unfamiliarity of our people with 
the simplest facts of man's religious history. To sum up in a word, the 
natural sciences furnish us with a knowledge of the stage and its setting, on 
which the human drama is being played ; history presents us with the drama 
itself, and the acts now being played before us and by us are totally unin- 
telligible without a knowledge of those which have gone before." 

GENER.^L SUGGESTIONS. 

1. Making of models of clothing, weapons, etc., may help in arousing inter- 
est in special cases. Some pupil who shows lack of interest may be aroused if 
asked to work out some such illustrative material. 

2. Before beginning the actual study of the ancient people, lead pupils to 
discover their own social, political, moral, religious and economic surroundings. 
For example, lead them to see what the family is by analyzing their own 
family, its governmental, religious, economic and cultural' sides; that all 
families are much the same in organization; that it is very probable they 
always have been; how the groups of families make up the social group; that 
the srouDS will have all the features of the family and some that are separate 
or distinctly group features. Develop then the various group features, such as 
the religious, governmental, economic, cultural, and study the so-called ancient 
peoples from these various points of view. The pupils soon realize that these 
peoples of whom they study lived, ate, worked and slept much as people do 
now, that their work represented the highest thought that had been developed 



14 Course of Study for High Schools. 

up to their time, and that in their time they solved many problems of human 
existence and originated and developed many of its best features of which we 
to-day are the beneficiaries. 

3. One way of creating an interest is by the development of certain phases, 
social side lines, they might be called, and to watch the progress made by each 
group. For example, one might be "The Place of Woman," another "The 
Education of the Young," or "The Trades and Occupations," "The Results of 
Invention and Discovery in Arts and Sciences," "International Relations." 
Such side lines might be placed in the hands of single individuals or of a 
committee of two or three, whose duty it would be to make a report at the 
end of the study of any given group. 

4. During the past few years expeditions of exploration and discovery in 
the Orient have made wonderful and vital contributions to the histoiy of the 
human family. Modern discoveries in the Orient have doubled the length of 
the historic age. Its relative importance in our study of the history of man- 
kind is thus readily seen to have assumed greater significance and must be 
awarded careful treatment. Recent archaeiogical discover^' has carried back 
the development of human arts at least fifty and perhaps two hundred 
thousand years. The importance of the careful study of the early life and 
civilization should not be lost sight of. It is not merely an introduction to 
Greek and Roman history and should not be studied from that viewpoint 
alone. They should be studied from the standpoint of the things they de- 
veloped which may have a bearing on the development of other civilizations, 
but not merely as an introduction. 

5. In taking up Greek history the teacher should never allow him.self to be 
lost in detail. Careful treatment should be accorded uses and adaptations of 
Oriental influences which affected the Greeks during their early history. One 
age or civilization follows another, not as a distinct and separate period, but 
as an outgrowth of the ages preceding it. The process of adaptation and de- 
velopment should be followed closely during the middle period and on into the 
time of Roman influence. Institutional rather than political history should 
receive emphasis. The necessary background of poHtical events must be pre- 
sented, but Art, Religion, Education, Commerce, Industries, etc., should not 
be subordinated to a study of the unimportant military or political struggles. 

6. In taking up the Roman period we have the rich and varied heritage of 
the Oriental and Greek civilizations to keep in mind. Roman contributions 
and modifications are now to be followed. We must no longer be boimd by 
tradition in the treatment of this period, but must subordinate mere happen- 
ings resulting from political intrigue and unimportant militaiy activity to a 
careful study of Roman society, government, industry, commerce, religion, art, 
and literature. Care should be taken to build the proper framework of 
political organization in order that form and coherence may be given to the 
study of the points mentioned above. 

7. The importance of emphasizing the introduction, growth and develop- 
ment of Christianity and the church should not be overlooked. Its acceptance 
by the government of the Roman Empire as the official religion, the resulting 
absorption by the church of the governmental forms and titles, and the 
logical assumption of power by the church when the Roman government went 
to pieces become an interesting study and throw much light upon the place of 
the church and the part it plays in the medieval period. 

8. What our young people ought to know is at least a summary of the 
human career. Whether the stages of progress in that career are called historic 
or prehistoric is a matter of little consequence, provided only that we can 
establish the facts for every stage. Now progress is most easily discerned and 
apprehended by the young student as he surveys a series of things which were 
attained or achieved by early man for the first time. A line drawn through 
the points where these achievements took place marks the direction of early 
man's progress, and hence those tilings that were done for the first time are 
the essential and significant things. As the line of progress rises we discern two 
vast periods, the first representing man's conquest of the material world — a con- 



History and Social Science. 15 

« 
quest which is still going on — and the second representing his conquest of the 
spiritual world, although of course both lines of progress went on together and 
are still going on at the present day. The ability for the first time to kindle 
a fire, to extract metal from ore, to train and domesticate the mountain goat 
and the wild sheep, to cultivate the wild grasses until they became grain, to 
build a wall of stone masonry, to build and launch a sea-going ship ; these and 
many other things done by man for the first time may be made to mark for 
the young student the slow but steady advance of man in his control of the 
world about him. Among these conquests in the material world which are so 
instructive, the Orient has far more to tell us than early Europe. If we turn 
to the second stage, that of man's conquest in the spiritual world, we have to 
note at once that the dominating religion of civilized Europe and America 
to-day is an Oriental religion. It was in the East that man discerned for the 
fii-st time that right is higher than the will of the gods; that men are to be 
morally accountable in the hereafter. In the Orient men for the first time 
gained the ability to express in writing, first pictorial and then phonetic^ and 
Europe in all her history never produced an alphabet. Ever>' alphabet in use 
in the western world, from the Indus (including Sanskrit) to the Atlantic, was 
of Oriental origin. 

MEDIEVAL HISTORY. 

(Medieval History in combination with Ancient History, one unit.) 

1. The medieval period is the one in which the teacher most frequently be- 
comes lost in detail. This should be guarded carefully. It is the changing 
period during which man left his ancient ideas and developed his modern ones. 
The great social and industrial changes are of especial importance. The 
church, feudalism, monasticism, the crusades, the guilds and city leagues, the 
development of the spirit of nationality, the growth of present European pow- 
ers are some of the features around which to build the work on this period. 

2. Throughout the study of this period special emphasis should be placed on 
English history, especially those parts which bring out the development of the 
English constitution and parliamentaiy government; development of minis- 
terial government; English commercial development, English colonial develop- 
ment and international relations in which England plays a part. Likewise all 
conditions which in any way bear on the study of American history should be 
emphasized and their bearing pointed out; for example, with the study of the 
age of discoveiy and exploration, and the extension of geographical boundaries, 
the teacher should instill in the minds of the pupils the proper background for 
the discovery of America. This phase of the work should not be left for the 
teacher of American history but should be followed with care through the en- 
tire study of the medieval period. 

3. Reference work and search for information outside of the textbook has 
an important place in the study of medieval history. The pupil should be 
called on frequentty to report on some special phase of the work. Such reports 
should always be reviewed by the teacher before they are presented to the 
class and should always be followed by class discussion. 

MODERN HISTORY. 

(One unit.) 

Steam and electricity have long been making the world into one unit in 
industry and society. Recently the World War brought this truth home to us, 
and so gave a new value to the study of Modern History. Few intelligent men 
to-day will deny that our life as a people is intimately intertwined with the life 
of other peoples. 

This study, therefore, must make it possible for the student to read the 
morning paper intelligently, by giving him a general knowledge of the work- 
ings of the English parliament, the French chambers, and so on. Much more 
vital, it must give him a sympathetic interest in the great world movements of 
recent times and of to-day, for democracy and for social justice. Of course, the 



16 Course of Study for High Schools. 

study must leave no gap between past and present; it must reach to the pres- 
ent day, and must give large emphasis to the last half centmy of world 
progress. 

This consideration involves a serious difficulty. More than in any other 
study the teacher must guard against allowing his personal bias to color his 
presentation of facts. A second difficulty is the temptation to present too 
many facts — there must be enough detail to make the story alive, but not so 
much as to confuse. 

The detail of government in European countries can not be gone into, but 
an understanding of the general workings can be brought about. Comparison 
with our own forms will tend to fix facts. 

ENGLISH HISTORY. 

(One unit.) 

It is recommended that English history as a separate course be given only 
in schools which are prepared, by well-organized and ample teaching force, to 
offer four years of history proper. Where but three years can be offered, as in 
the majority of schools, English history as a separate unit should not be at- 
tempted. Always the English history side of medieval and modern history 
should be especially emphasized. 

1. In the study of English history the teacher should keep constantly in 
mind the super-importance of such phases as: 

(a) Social development. 

ib) The growth and development of the English constitution, parliament, 
ministerial government and English democracy. 

(c) The growth and development of English commercial activities; the 
vast importance of the Industrial Revolution. 

(d) Growth and development of English colonial activities, inseparable 
from the commercial. The colonial policy before the American Revolution 
and after. The federated British Empire. 

(e) The development of the policy of control of the sea; reason for it. 
(/) England's place in international relations. Balance of power. 

2. Do not allow the detail of foreign wars and civil strife to befog the prog- 
ress in fields of greater value. Causes and results of foreign wars and ci\il 
strife are unquestionably vital but one can easily become lost in their detail. 

3. In the presentment of this subject it is believed that additional interest 
will be aroused if the instructors will impress on the minds of their students the 
fact that a knowledge of English history is absolutely necessary to a thorough 
and complete understanding of their own country's history. A satisfactory 
knowledge of American colonial history is impossible unless one keeps in mind 
the English background. In like manner, the American revolutionaiy con- 
troversy becomes more intelligible when students recognize that the Americans 
in that struggle stood for the same principles that Hampden, Cromwell and 
others defended in the English civil war of the seventeenth century. 

4. Use of maps should be especially emphasized. Let the student see by the 
aid of maps how the Anglo-Saxon kingdoms expanded little by little into the 
modern British Empire, which has been such an important factor in the prog- 
ress of civilization. As to what particular maps should be assigned for class 
work, the instructor's judgment may be relied on to determine the suitable 
ones. 

5. It is also suggested that readings from books or soiu'ces other than the 
text be assigned from time to time. The student should be required to present 
to the class the result of his investigation so all may profit by it. The value 
of reading outside the text lies in the fact that a view different from that of the 
text is obtained. This enables the student to consider the subject from several 
angles and gives him that which is absolutely necessary to an understanding of 
all history — a viewpoint. 

6. The author gives some good advice and suggestions in the preface to the 
textbook. 



History and Social Science. 17 

AMERICAN HISTORY. 

(One unit.) 

The teacher should guard against spending too much time on the period of 
discoverj'' and colonization and the Revolution. The average pupil has 
touched this field before and can cover it rapidly. The major portion of the 
time should be reserved for the study of the development under independent 
government, that is, from 1783 to the present. As an example of ways of ac- 
celeration in study of the period previous to 1783, study Massachusetts as the 
type of New England colonies, Maryland of middle colonies, and Virginia of 
southern colonies. Study them in detail, then spend about three days study- 
ing all colonies similar to the three types. 

Again, instead of studying the congresses and conventions of the prerevolu- 
tionary period as the chronological order of procedure would bring each up, 
make them the subject of one or two specific recitations, bringing out the 
facts which have important bearing. 

Again, it should not be necessary to work out the Revolution in minute 
detail. Causes tersely put, general view of campaigns with decisive actions 
and results should be ample. 

2. The outline is put in to suggest to the teacher waj's of emphasizing the 
various phases. 

3. Five lines of development may be followed after 1783, viz.: Political, 
territorial, commercial, industrial, and social. 

4. For the piu'pose of getting a view of any given topic in its entirety 
chronological outlines of various topics may be kept by the pupils. Suggested 
topics are : 

The national bank and banking laws. 

Immigration. 

Labor troubles, laws and unions. 

Slavery events. 

Territorial acquisitions. 

Foreign relations. 

Pohtical parties, showing issues and candidates. 

Tariffs, with graph showing in what years duties were high and low. 

Inventions. 

Internal improvements. 

Political and social reforms. 

State versus national authority. 

Finances and panics. 

Kansas events. 

Great men. 
When these outlines have been made they can be compared to advantage; 
for example : If the student is interested in a particular year, he sees from the 
outline on political parties that a certain party was in power at that time. 
Then a look at the tariff outline shows how the supremacy of this political 
party changed or failed to change the tariff. Likewise, one can see the 
effect of the party in power on the foreign policy and finances in the country', 
and so on through the other outlines, always seeking the reasons for what is 
discovered. 

5. To make the past seem real and interesting, such exercises as the follow- 
ing are valuable, but must not be indulged in too frequently: 

(a) The writing of an imaginary letter of a colonist in America to some 
friend back in the old country. The student should base it on some actual 
facts and imagine the rest, and may choose his colony and particular circum- 
stances. 

(6) Student may write a newspaper article applicable to some time and 
place in the past. 

(c) Student may write a political speech of some great man and deliver it 
before the class. Or there may be a debate between two statesmen. Example 
from the period of Jackson: Jackson and John Quincy Adams afford a good 

2— Inst. H. S.— 4147 



18 Course of Study for High Schools. 

contrast, and one student represents the polished Adams and another the 
crude Jackson. The events and issues of the presidential campaigns of 1824 
and 1828 give a good setting. A debate can be had, which not only adds inter- 
est in the work, but gives the students a clearer idea of the men themselves 
and the issues which interested people at that time. If desirable, Clay, Cal- 
houn and Webster can also be worked into the occasion. 

6. Maps. Students are too often allowed to fill out outline maps by copy- 
ing from a chart on the wall, and when the copying is done the work is ended. 
There should be as little copying as possible. It is very important that the 
student should stop and consider his map after it is finished, and see what 
conclusions he can draw from it which were not so evident without the mak- 
ing of a map. 

Example. On a map showing the Union states, the Confederate states, 
the slave states which did not secede, and the territories at the time of the 
Civil War, together with the principal points of intei'est in the war, the fol- 
lowing conclusions might be drawn: 

(a) The South had considerable coast to be blockaded. 

(b) Washington, D. C, surrounded by Confederate Virginia and slave- 
holding Mar>'land, was in a critical position. 

(c) Possession of the Mississippi by the North divided the confederacy. 
id) The great stretch of unsettled territory between Kansas and Cahfornia 

made the transcontinental railroad a necessity to unite the Union. 

(e) Slave-holding Missouri, projecting north of most of the slave states and 
in front of Kansas, helps to explain Quantrill's raid and other border troubles 
in Kansas. 

7. Do not let the discussion of minor and immaterial details cloud up and 
confuse the main points; control the discussion. 

8. Special attention should be given to the activities of the federal govern- 
ment since the opening of the Spanish-American War. The relation of the 
United States to the great World War — the causes of that war, the events 
leading up to it, and the results should be emphasized. 

This period represents one of great activity of the federal government in 
fields which touch the daily life of the individual. 

9. If the teacher hopes to make histoiy study illuminative of the present, 
he must himself know the present, not merely have an opinion on it. Appli- 
cations of the past to the present can only be made by studying and knowing 
both. 

Suggestions for Norm.al Training History Work. 

The outline is placed here as a guide and help, not as a master. The fol- 
lowing outline deahng with historical study and methods is intended to apply 
to normal training; we suggest that this be taken up at the closing of the 
year's work, after the study of the subject proper has been concluded. The 
entire class can study this phase to a good advantage. A week should be de- 
voted to this part of the work. 

In the successful teaching of history the two most essential requisites on 
the part of the teacher are the ability to arouse the interest of the pupils and 
the faculty of leading them to see relations. And the following course of 
study, since it is intended primarily for the use of teachers, has been prepared 
with this thought in mind rather than with the view of including all topics 
that will necessarily be touched upon in a year's work in the subject. In 
other words, the outline is intended to be such a one as shall carry with it 
some thought of proper methods of teaching as well as serve as a guide for 
systematic study. 

Bef^nning not later than the third grade, pupils should be introduced to the 
unconscious study of history through the medium of storj' and biography. This 
work should be continued through the fourth and fifth grades. It should be a 
regular part of the school curriculum and should be given 7iot less than twice a 
week. This may be done in connection with the language work, or, when 
opportunity offers, in connection with the reading lesson; but it should be 
given. It should constantly introduce new historic facts and incidents which 



History and Social Science. 19 

by their nature and by the fomi in which they are presented will entertain 
and consequently interest the children. These stories are much better told 
than read, but occasionally may be read. They should invariably be repro- 
duced either orally or in writing by the pupils, and the pupils should be en- 
couraged to find out for themselves additional facts or similar incidents to 
relate. 

All this necessarily presupposes the ability on the part of the teacher to tell 
stories. And no teacher is properly equipped to teach young children until 
this abihty has been developed. An excellent manual for this purpose is 
Bryant's How to Tell Stories to Children, published by Houghton MifBin & 
Co., Chicago. 

As sources of suitable material for the stories themselves the following are 
suggested : 

First Book of American History, Eggleston. American Book Co., Chicago. 
Stories of American Life and Adventure, Eggleston. Am. Book Co., Chicago. 
Great Americans for Little Americans, Eggleston. Am. Book Co., Chicago. 
Pioneer History Stories, McMurry. Macmillan Co., Chicago, 3 vols. 
American Pioneers, Mowry. Silver, Burdett & Co., Chicago. 
American Leaders and Heroes, Gordy. Charles Scribner's Sons, Chicago. 

After the completion of the story and reproduction work in the fifth grade 
some interesting and well-connected narrative primary history, such as Mo- 
Master's, should be taken up in the sixth grade. If the book selected be 
itself well wTitten and be supplemented by additional oral matter the pupils 
should by the end of the year have acquired sufficient interest in, and insight 
into, their country's liistory satisfactorily to take up the formal study of the 
subject. But without such a foundation they will be utterly unprepared to 
do so. 

The topics here outlined should be thoroughly discussed in class, different 
authorities should be consulted on methods of teaching history, and in the 
classroom work, observation work, and practice teaching the conclusions 
drawn should be kept constantly in mind. 

A. Historical study. 

1. What it is — a study of the highest form of life activity. 

2. Why pursued in the schools. 

a. Information. 

b. Inspiration. 

0. Appreciation of duties and responsibilities. 

d. Awaken interest in historical reading and activities of men. 

e. Develop abihty to judge and reason. 

f. Direct the development of the imagination. 

g. Gain knowledge of books and skill in handling them, 
h. Develop the ability to classify facts. 

i. Develop scientific habit of mind. 

j. Make the world better by avoiding repetition of the mistakes of 
the past. 

B. Methods of historical stud}*. 

1. In primary grades. 

a. Subject matter. 

(1) Character of. 

(2) How obtained. 

(3) How presented. 

(4) How used by pupils, 

b. What should be accomplished in — 

(1) Biography. 

(2) Anniversary celebrations. 

(3) Current history. 

(4) Historical reading and interest. 

2. In intermediate grades 
a. Subject matter. 

(1) Character of. 



20 Course of Study for High Schools. 

(2) How used. 

(3) How correiated. 

(4) Kinds that should not be used, 
b. Results to be secured in — 

(1) Information. 

(2) Reading habits. 

(3) Character of reading matter. 

(4) Formation of ideals. 

(5) Training for citizenship. 

(6) Attitude toward fellow pupils, the school, and the public. 
3. In grammar grades. 

a. The teacher. 

(1) Preparation. 

(2) Historical library. 

(3) His interest in present-day activities of the world at large. 

b. Subject matter. 

(1) Textbook. 

(2) Outline books. 

(3) Supplementary books. 

(4) Collateral reading. 

(5) Source books. 

(6) Secondary works. (Instructor should distinguish clearly between 
source books and secondary works, and point out examples of 
each in school library.) 

(7) Outline maps. (The Foster maps, by the Historical Publishing 
Company, Topeka, and the Ivanhoe maps, by Atkinson, Ment- 
zer & Grovei', Chicago, approved by State Textbook Commis- 
sion.) 

c. Manner of handling the subject. 

(1) Uses to be made of — 

(a) Written work. 

(b) Special reports in class. 

(c) Theme work on special topics for investigation. 

(d) Progressive map work. 

(e) Notebook. 

(2) Relative advantages or disadvantages of outlines. (Hall's Out- 
lines, A. Flanagan & Co., Chicago.) 

(a) Made entirely by the student. 

(b) Made to direct the student to be completed by him. 
"Learning by doing." 

(c) Fully prepared. 

(3) Teacher and class. 

(a) Nature of questions asked. 

(b) Discussion of motives of character studied. 

(c) Use of hypothetical questions in training to judge results, 
such as: Would the Mississippi valley have been settled as 
soon had the early explorers and settlers come to the Pacific 
instead of to the Atlantic coast of America? with reasons for 
answer. 

(d) Suitable texts, supplementary books, and reference works 
for properly teaching United States history. 

Outline of American History. 

Europe in the Fifteenth Century. 
A. Population. 

1. Comparison with the present popidation. 

2. If Europe thought itself crowded in the Fifteenth Century, how does it 
support so many more people now? 

3. Rank the countries of Europe according to their population in 1500 
and compare with their population to-day. 



History and Social Science. 21 

B. The Leading Nations. 

1. Looseness of national organization. 

2. General conditions in the leading nations of Europe. 

3. The uncertainty of authority. 

a. Because of breaking down of feudalism. 

b. Because of the claims of the Catholic Church. 

C. Government. 

L Monarchies; the free cities. 

2. The privileged classes. Consisted of whom? origin. 

D. Religion and Education. 

L Universality of the Catholic Church. 

a. The Eastern or Greek Church. 

b. The Western or Roman Church. 
2. The Church as a social force. 

E. Education. 

1. In charge of what institution. 

2. For whom. 

3. Character of. 

4. What share of the population was touched by it? 

F. Industry and Commerce. 

1. Agriculture. 

a. Universality of. 

b. Crudeness of. 

2. Manufacturing. 

a. A typical shop of the time. 

b. Machinerv. 

3. Trade. 

a. Effect of Crusades upon trade. 

b. The great trade routes. 

c. The Mediterranean as the trade center. Why? 

d. Character of the trade. 

e. Venice, the European metropolis. (Compare with London or New 
York to-day.) 

f. Means of transportation. 

g. Banditry and other difficulties, 
h. Means of communication. 

G. The Spirit of the Fifteenth Century. 

1. The period of awakening — the Renaissance. 

2. Notable inventions. 

a. Printing. 

b. Gunpowder. 

c. The compass. 

3. The thirst for knowledge. • 

a. Copernicus. 

b. Marco Polo. 

Finding of Strange Coasts. 

A. The Blocking of Old Trade Routes. 
1. Turkish conquests. 

a. Capture of Constantinople. Date, 
h. Interference with European trade. 

B. Portuguese Explorations. 

1. Henry the Navigator. 

2. Bartholomew Diaz rounds the Cape of Good Hope. 

C. Christopher Columbus. 

1. His life and character. 

2. His views regarding the size and shape of the earth. In what particu- 
lars was he WTong? 

3. Persistence of Columbus. 



22 Course of Study for High Schools. 

4. His voyages. 

a. Number, purpose, and result of each. 

b. General results of the work of Cohunbus. 

D. Vasco Da Gama and his discoveries. 

E. Cabral. 

F. Americus Vespucius. (Why did the Portuguese seem to lead in these dis- 

coveries?) 

G. The Naming of America. 

1. Story of Vespucius and Waldseemiiller. (Note that Vespucius did not 
"steal" the honor.) 

2. Gradual adoption of the name for the whole continent. 
H. Voyage of Cabot. 

1. Reasons for England's interest in exploration; Henry VII and his am- 
bitions. 

2. Cabot's discoveries and their importance. 
I The Line of Demarcation. 

1. Define and locate. 

2. Made by whom? 

3. Reasons for. 

4. Disregard of this line by England. 

J. Establishment of new trade centers in Europe and the reasons therefor. 

(Somewhere, preferably at the beginning of this chapter, the Pre-Co- 
lumbian discoveries should be taken up by the class, and their im- 
portance, or lack of it, discussed. Fiske's "Discovery of America," 
volume I, is the best source for material on this subject.) 

Abori-ginal America. 

A. Phvsical Characteristics. 

1. The Coastal Plain. 

2. The Appalachian Region. 

3. The Mississippi Valley. 

4. The Lake Region. 

5. The Cordilleras. 

6. The Pacific slope. 

B. Climate and Soil. 

L Compare the climate of North America with that of Europe, latitude 
for latitude, and explain how the facts influenced settlement. 

2. Temperature and rainfall of the various regions mentioned above. 

3. The soil and how the industries of the early colonies were influenced 
by it. 

(No teacher can teach history properly who fails to show conclu- 
sively the effects of physical geography upon the lives of a 
people.) 

C. Plants and Animals. 

1. The forests; where found; varieties of woods; influence on colonization. 

2. The Prairies. 

3. Useful plants, grains and vegetables America has given to the world. 

4. Game; varieties; abundance of; part played by game in American set- 
tlement. 

D. The North American Indian. 

1. Explain the origin of the name. 

2. Physical and cultural characteristics of the Indian. 

3. Number of Indians within the present United States at the time of 
the discovery of America. Compare with the number within the Uni- 
ted States to-day. 

4. The leading tribes. 

5. Indian government. Clans; tribes; confederacies. 



History and Sodal Science. 23 

6. Religion. 

7. Civilization. 

8. Indian character. 

The Gold Hunters oj Spain and the Fishermen of France. 

A. Gold Hunters From Spain. 

1. Slow settlement and the reasons therefor. 

2. Earlj^ Spanish settlements in the West Indies. 

a. Haiti. 

b. Porto Rico. 

c. Jamaica. 

d. Cuba. 

3. Purposes of Spanish exploration. 

4. Noted names among Spanish explorei-s. Balboa; Ponce de Leon; Nar- 
vaez; Cabeza; DeSoto; Coronado. (Give brief accounts of each and 
tell what each accomplished.) 

5. Extent of the Spanish claims. 

6. Note what effect Spanish settlement has had on the present United 
States. 

B. The Fishermen of France. 

1. Importance of fish in the diet of medieval Europe. 

2. Reports by the Cabots on the Newfoundland fisheries. 

3. France takes advantage of the report. 

C. The Clash between Spain and France. 

1. French and Spanish enmity. (See any European history.) 

2. Verrazano's expedition. 

3. Cartier and the St. Lawrence. 

4. Ribault and Port Royal. 

5. Laudonniere and his attempted settlement of Florida. 

6. Destruction of his colony by Menendez. 

7. Founding of St. Augustine by the Spanish. 

(Explain the rise of Protestantism in Europe and show the effect it 
was destined to have on American settlement and history.) 

The Rise of England in the Sixteenth Century. 

A. England pushes out upon the seas. 

(Either the teacher should give the class a resume of English his- 
tory, or the class as a whole should expand the work given in the 
text. The idea that the history of England is o^ir history should 
be stressed.) 
\. English fishermen and the New World. 

2. Backward condition of England. Reasons for. 

a. Government. 

b. Civilization. 

c. Rehgion. 

d. Education. 

3. English growth and expansion. 

a. In industry. 

b. In power on the sea. 

4. Early English Exploration. 

B. Clash between Spain and England. 

1. John Hawkias breaks the Spanish monopoly of the Slave Trade. Atti- 
tude of Christendom toward this traffic. 

2. Spain attempts to regain her lost control of this trade. 

3. Other causes of hostihty between Spain and England. 

a. Rehgious enmity. 

b. Personal animosities between the two sovereigns. 

c. Spanish fear of England's growing commerce and naval power. 



24 Course of Study for High Schools. 

4. Sir Francis Drake. 

a. Story of his life. 

b. Circumnavigation of the globe. 

5. The Spanish Armada. 

a. Its purpose. 

b. Its defeat (date). 

c. Vast importance of its defeat to American and European history. 
C England Attempts to Colonize. 

1. Sir Humphrey Gilbert's Expedition. 
Date; location of colony; failure. 

2. Sir Walter Raleigh takes up the work. Story of his life. 

a. Amidas and Barlow. 

b. Ralph Lane. 

c. The Roanoke Colony. (The story of this colony with the mystery 
of its disappearance and the traditions of the present day "Croatian 
Indians" makes very interesting material for special reports.) 

The Coming of the English, French and Dutch. 

A. Coming of the English. 

1. The changed conditions in England that made emigration desirable. 

a. Surplus of labor. 

b. Surplus of capital. 

c. Surplus of manufactures. 

d. Disturbed religious conditions. 

2. The Virginia Grant. 

a. The great English companies. 

b. Organization of the Plymouth and London Companies. 

c. Date. 

d. Boundaries of the grants. 

e. Purposes of organization. 

3. The London Company. 

. a. Charters of 1606-'09-'12. (Note the variation in these charters in 
regard to boundaries and form of government. Especially note the 
boundaries as given in the Charter of 1609 with reference to their 
influence upon the subsequent history of the United States.) 
b. Foimding of Jamestown. (Date, location, government, character of 
settlers, business features of the venture. Captain John Smith, Sir 
Thomas Dale, economic success of the colony, early communism and 
the abandonment of it, the part of tobacco in the history of the 
colony, indentured servants, introduction of slavery, Indian troubles, 
representative government, loss of charter.) 

B. Coming of the French. 

L Explorations of Champlain and the founding of Quebec. 
2. Enghsh and French methods and purposes of exploration compared. 
What have been the effects of these differences upon American History? 

C. Coming of the Dutch. 

1. The explorations of Henry Hudson. 

2. Contrast the Dutch and French treatment of the Indians and show 
how it affected French and American history. 

3. Founding of New Netherlands. 

4. Other claimants to the Dutch lands. 

5. Founding of New Amsterdam. 

The Colonization of New England. . 

A. The Background of New England Colonization. 
L Weymouth and Pring. 

2. Attempt of the Plymouth Company to found a colony at the mouth 
of the Kennebec. Reasons for failure. 

3. Importance of the Maine fisheries. 



History and Social Science. 25 

B. The Pilgrims and Plymouth. 

1. Religious conditions in England, — the Established Church, Piu-itans, 
Separatists, Pilgrims. 

2. Persecution of dissenters. 

3. The story of the Pilgrims. 

a. In England. 

b. In Holland. 

c. Business features of the grant from the London Company. 

d. The voyage of the Mayflower. 

e. The settlement at Plymouth. (Why did the Pilgrims finally settle 
outside of the London Company's domain? Has the fact that they 
did so had any influence on our history?) 

4. The Mayflower Compact. 

a. Its provisions. 

b. Its significance. 

5. The Pilgrim leaders — Carver, Brewster, Standish. 

6. Abandonment of communism. 

7. Representative government established — the General Court. 

C. The Puritans and Massachusetts. 

1. The Massachusetts Bay grant; its terms and boundaries. 

2. Founding of Salem — John Endicott. 

3. Foundin-g of Boston — John Winthrop. 

4. The Great Migration. Dates and causes. 

5. Independence of Massachusetts. The charter is brought to America. 

6. Form of Government. 

a. General Court. 

b. Test of citizenship. 

c. The town; its origin and importance. 

d. Development of the town meeting. 

The Expansion of Massachusetts and the Development of New Eyigland. 

(It is very easy to spend too much time on the individual New Eng- 
land Colonies. The teacher should see that this is not done. Only 
the events that influence our later history need to be stressed. The 
same thing may be said in the study of the other Colonies as well. 
Typical colonies should be studied in detail, others, more casually.) 

A. New Hampshire. 

1. Grant to Mason and Gorges. 

2. Settlement at Portsmouth. 

3. Division into Maine and New Hampshire. 

4. Union with Massachusetts. 

5. Final separation from Massachusetts, 1691. 

6. Union of Maine and Massachusetts. 

B. Rhode Island. 

1. Roger Williams and his doctrines. 

a. Separation of church and state. 

b. Rehgious hberty. 

2. Anne Hutchinson and Providence Plantation. 

3. Charter of 1663. 

C. Connecticut. 

1. Importance of the Connecticut Valley. 

2. Occupation by the Dutch. 

3. Hooker and the settlement of Hartford. 

4. The Pequot War. 

5. The "Fundamental Orders." Their importance. 

6. Davenport and New Haven. 

a. Religious character of the government. 

b. Compare with Hartford. 

c. Involuntary union with Hartford under Charter of 1662. 



26 Course of Study for High Schools. 

D. Development of "New England." 

1. The New England Confederation. 

a. Reasons for forming. 

b. Colonies admitted. 

c. Form of government. 

d. Why may it be considered the first step toward our present federal 
union? 

2. Growth of a spirit of independence in New England. 

a. Reasons for weakening of Enghsh control. 

b. Independence of the Puritan church and the establishment of a 
virtual theocracy. 

3. Persecution of the Quakers. 

4. King Philip's War; its causes and results. 

5. Sir Edmond Andros and his attempt to establish the "Dominion of 

New England." 

6. The "Glorious Revolution" in England and its effects in America. 

7. Massachusetts is made a royal province. 

The Old Dominion and Its Neighbors. 

A. Virginia. 

1. The plantation system and its important results. 

2. The Cavaliers and their effect on our history. 

3. Virginia under Cromwell. 

4. Governor Berkeley and Bacon's RebelHon. 

5. Virginia and the Navigation Laws. 

6. Colonial life in Virginia. 

B. Maryland. 

1. The grant to the Calverts. 

2. Important terms of the charter. 

(Note the boundaries of Maryland. Each one became a really im- 
portant factor in subsequent American history.) 

3. Settlement and early prosperity. 

4. Government. 

5. The Toleration Act. (Compare with Roger Williams' Plan in Rhode 
Island as to date and liberality.) 

6. Maryland under Cromwell. 

7. Brief account of Maryland's historj'- down to the Revolution. 

C. The Carolinas. 

1. The grant to Heath. 

2. The grant to Clarendon and his associates. 

3. First settlement in North Carolina. (Note the origin of most of the 
settlers.) 

4. Settlement of South Carolina. (Note the origin of the settlers.) 

5. The "Grand Model" and its failure to function. 

6. Resources of the Carolinas and their rapid development. 

7. Troubles with pirates and rebels. 

8. History of the Carolinas until the Revolution. 

The Middle Colonies. 

A. End of the Dutch Rule in New York. 

1. The "Patroon" system. What was it? Why was it used? Why did 
it fail? 

2. The City of New Amsterdam. 

3. Attempts of Sweden to colonize in the New World. What events in 
Europe led to these attempts? 

4. Hopelessness of the Dutch in New York. 

5. The English conquest of New Netherlands. Why was the downfall of 
the Dutch in America a good thing for the future United States? 

6. What contributions to our national character and institutions did the 
Dutch make? 

7. Various changes in the government of New York. 



History and Social Science. 27 

B. New Jersey. 

1. Early settlements of the Dutch, English and Swedes. 

2. The grant to Berkeley and Carteret. 

3. Establishment of representative government. 

4. Division into East and West Jersey. 

5. Sale of West Jersey. Government by the Quakers — The "Concessions 
and Agreement." 

C. Pennsylvania and Delaware. 

1. Require the student to give a brief sketch of the origin of the Quakers 
and of the life of William Penn. 

2. Penn's Charter and the "Holy Experiment." 

3. Penn secures Delaware and unites it to Pennsylvania. 

4. Founding of Philadelphia. 

.5. Penn's relations with the Indians. 

6. Growth and prosperity of the colony. 

7. Delaware sets up its own legislature. 

The Colonies in 1700. 

A. Area of settlement. The frontier line (see map on page 103) . 

B. Population. 

1. Character of. 

2. Towns and cities. 

C. Industrial and commercial conditions. 

1. Agriculture. 

a. Chief crops. 

b. Methods of cultivation. 

c. Farm life. 

2. The labor system. 

a. In the North. (Community co-operation, free labor, slavery.) 

b. In the South. (Slavery, indentured servants.) 

3. Industries and occupations. 

a. The fur trade. 

b. Fishing. 

c. Shipbuilding. 

d. Manufacturing. (Why did manufactures not flourish?) 

4. England's policj^ of repression. 

a. Reasons for it. 

b. False economic theories — the "Mercantile System." 

5. Colonial roads. 

6. Colonial exports. 

7. The slave trade and the so-called "Triangular" trade. 

8. Colonial money. 

D. Social and political conditions. 

1. Religion in the northern, middle and southern colonies. 

2. Education in the northern, middle and southern colonies. 

3. Government. 

a. Charter colonies. (Define and name.) 

b. Proprietary colonies. (Define and name.) 

c. Royal colonies. (Define and name.) 

4. Charters become the basis of later constitutions. 

5. Departments of government — legislature, judges, governor. 

6. The suffrage. 

7. Local government in northern, middle and southern colonies. 

8. Which type of local government prevails in the United States to-day? 

9. Colonial self-government. What was the effect of this freedom upon 
the political thought of the people? 

Pushing Back the Frontier Line. 

A. Extension of the settled area in New England; New York; Virginia. 
What importance did this westward movement, especially in Virginia, 
have for the future United States? 



28 Course of Study for High Schools. 

B. Pennsylvania extends her western frontier. 

1. The Pennsylvania Dutch. Origin and place of settlement. 

2. The Scotch-Irish. 

a. Origin. 

b. Reasons for coming to America. 

c. Place of settlement. 

C. Settlement of western Maryland and the Carolinas. 

D. Settlement of Georgia. 

1. Oglethorpe and his purpose in the settlement of Georgia. 

2. Plan for the government of Georgia. Prohibition of rum and slavery. 

3. Success of Oglethorpe's experiment. 

4. Georgia and the Spanish colonies. 

5. Georgia is made a roj'al province. 

The Struggle for a Coiitinenl. 

A. Extension of French Power in America. 

1. Slowness of French colonization before 1660. Reasons for. 

2. Efforts of Louis XIV to colonize more rapidly. 

3. Expeditions of Marquette and Joliet. 

4. The Work of La Salle. 

5. Respective positions of England and France by 1680 in regard to loca- 
tion and extent of territory claimed; population in these regions; gov- 
ernment of their colonies. 

B. Border Warfare of the French and English. 

1. The English Alliance with the Iroquois. (See the story of Champlain 
and his warfare against these Indians for the reasons for this alliance.) 

C. The Intercolonial Wars. 

1. King William's War. 

2. Queen Anne's War. 

3. King George's War. 

(In each of these struggles, give the European name and cause of 
the war, a brief account of the part played by the Colonies, the 
treaty of peace in so far as it affected America.) 

D. The French in the Mississippi Valley. 

1. Efforts of the French to secure the Mississippi Valley. 

a. Founding of Natchez and New Orleans. 

b. Other French forts and their location. 

2. Character of French colonization. 

3. Explain the danger to the English Colonies of the increasing French 
power. 

4. Explain fully, using a map, the Fi'ench and English claims. 

5. The Virginia land companies. 

6. Determination of the French to make good their claims. Building of 
more forts in strategic places. 

7. Dinwiddle's protest and the French reply. 

8. Spirit of disunion in the English Colonies. Reasons for. 

9. The Albany Plan of union. 

a. Date. 

b. Chief provisions. 

c. Reception by the Colonial governments. 

d. Reception by English government. 

E. The French and Indian War. 

1. European background of this war and American causes. 

2. Dates. 

3. English plan of campaign. 

4. Defeat of Braddock. 

5. Conquest of Acadia and exile of the Acadians. 

6. William Pitt and his new policy toward the French in America. 

7. Capture of Louisburg. 

8. Capture of the Western forts. 



History and Social Science. 29 

9. Capture of Quebec, 1759. 

10. Treaty of Paris. (The terms of this treaty as they affected America 
should be learned thoroughly.) 

11. The meaning of the French and Indian (Seven Years) War to the 

world at large. 

Early Westward Movement. 

A. Clearing the Way for the White Man. 

1. The status of the Indian at the close of the French and Indian War. 

2. The Proclamation of 1763. 

a. Could George III have had any other purpose than that of pacify- 
ing the Indians when he issued this proclamation? 

b. What would have been the effect upon the colonies had it been 
carried out? 

3. Pontiac's Conspiracy. 

4. Treaty of Fort Stanwix. 

B. Early Settlements in the Upper Ohio Valley. 

1. Founding of Pittsburgh and Wheeling. 

2. Lord Dunmore's War. 
C- Settlement of Kentucky. 

1. Story of Daniel Boone. 

2. Henderson and "Transylvania." 
D. Frontier Life. 

1. Forts. 

2. Hardships and dangers. 

3. The frontier home and home life. 

4. Character of the backwoodsman. 

(Here and in the further westward movement the influence of the 
pioneer on American customs, both political and social, should be 
carefully considered.) 

Colonial Lije, 1763-1783. 

A. Industrial and Commercial Conditions. 

1. Colonial Agriculture. Differences in North and South. 

2. Fishing. 

3. Shipbuilding. 

4. Manufactures. 

a. Why not more extensive. 

b. Difference between North and South. 

c. Iron manufactures. 

5. Commerce. Character of imports and exports. 

6. Colonial money. 

7. Transportation. » 

a. Roads. 

b. Vehicles. 

8. The postal system. 

B. Social and Political Life. 

1. Population. 

a. Non-English elements. 

b. Slaves. 

2. Towns. 

3. Social hfe. Compare the three sections — New England, Middle colo- 
nies, and Southern colonies. 

4. Education. 

a. Compare the three sections. 

b. Name and locate the colleges founded before the end of this period. 

5. Books, newspapers, and libraries. 



30 Course of Study for High Schools. 

The Quarrel. 

A. Relations between the Colonies and the Mother country. 

1. Virtual independence of the colonies and the royal governors. (Ex- 
plain the difference between the attitude toward the king and toward 
Parliament.) 

2. England's change of policy. Give the reasons which served to bring 
it about. 

B. Questions of Taxation. 

1. England's plan to tax the xolonies. 

a. Reasons for levying taxes. 

b. Plans for spending tax money. 

2. Smuggling. 

3. Writs of assistance. 

4. The Sugar and Molasses Acts. Were the objections of the Colonists to 
these acts, on the grounds that it was unjust taxation, sincere? 

5. The Stamp Act. 

a. The English government's offer to allow the colonies to tax them- 
selves. 

b. Resistance to the act. Stamp Act Congress. 

c. How sincere were the Colonies in their demand of "No taxation 
without representation?" 

6. Repeal of the Stamp Act. 

7. The Declaratory Act. 

8. Taxes placed on glass, paper, etc. Purpose for which proceeds were to 
be used. 

9. Repeal of taxes except upon tea. Reasons for retaining the tax on tea. 

C. Party Divisions: Lawlessness. 

1. Formation of parties in America. (Investigate in various American 
authorities and in Lecky and see if the Patriot party consisted largely 
of the lower and middle classes, as j'our author states.) 

2. The division of English sentiment. 

a. Explain the reasons for this division of English sentiment. (The 
student who wishes to understand thoroughly this period of Ameri- 
can history will take pains to know the great questions agitating 
England at this time.) 

b. Show that English hberty was bound up with America's struggle for 
liberty. 

c. Mention at least three great Englishmen who espoused America's 
cause and three who did not. 

3. The Boston Massacre. 

a. Can you justify the term "massacre" as the name of this event? 

b. The removal of the troops. 

4. Burning of the Gaspee. 

5. Committees of Correspondence. (Great care should be taken to show 
the importance of these committees both as agencies of revolt and as 
foundations for union.) 

6. England retains the tax on tea. Why? Boston Tea Party. 

7. The Intolerable Acts. 

8. The Quebec Act. Reasons why it was so distasteful to the colonies. 

Blows and Separation. 

A. The Spirit of Union. . 

1. Response of the Colonies when the port of Boston is closed. 

2. The First Continental Congress. Date; composition; purpose; au- 
thority; acts; results. 

B. War and Revolt. 

1. Failure to suppress Massachusetts. 

2. Lexington and Concord. 

3. Bunker Hill. t, ■.• i i • .u , • 

4 Effect of the preceding engagements upon British rule in the colonies. 



History and Social Science. 31 

C. The Loyalists. (Read Lecky for the English point of view and Fiske for 
the American side.) 

1. Who were the Loyalists? 

2. How numerous were they and what classes of the population did they 
represent? 

3. What treatment was accorded them by the Patriots? 

4. Justice or injustice of this treatment. 

D. Second Continental Congress. - 

1. Dates. 

2. Reasons for. 

3. Authority of. 

4. Important members. 

5. Important acts. 

6. Deterioration. Causes for. 

E. Expulsion of British from Boston. 

1. Organization of an American army and appointment of Washington as 
commander. 

2. Movements leading to the evacuation of Boston. 

F. Declaration of Independence. (The class should .study carefully the 
steps which led to the Declaration. Again consult both Lecky and Fiske.) 

1. Lord North's attempts at conciliation and their failure. 

2. The Prohibitory Act. 

3. Thomas Paine's writings and their effect on public opinion. 

4. The Declaration of Independence. (This document is worth a very 
careful and definite study.) 

a. Date. 

b. Author. 

c. Variation of original draft from final declaration. 

d. Effect of the Declaration. At home and abroad. On the subse- 
quent history of mankind. 

The Struggle and the Victory. 

This outline of the military events of the Revolution follows the adopted 
text. To the writer's mind it would be better to study this part of the Revo- 
lution by considering the varying purposes of the Brilish, which were : 

(1) To separate New England from the rest of the Colonies; 

(2) The capture of the "rebel"- capital; 

(3) The attempt to "fray" the colonies out on the edges. 

In this way the great leaders can be followed through the war to its con- 
clusion. 

A. The Contestants. 

1. Comparison of armies, and resources of the contestants. 

2. Influence of geographic and economic conditions. 

B. Plan of campaign. 

L British decide to "divide and conquer." 

2. British attempts at the South. Results. 

3. Campaign at the North. 

a. Movements of Washington on Long Island, in New York, and in 
New Jersey. 

b. Campaign around Philadelphia. 

c. Surrender of Burgoj^ne. 

C. The French Alliance. 

1. Attitude of the French and the reasons therefor. 

2. The work of Franklin in Fi'ance. 

3. The Treaty of Alliance. 

4. Renewed attempts at conciliation — results. 

D. Monmouth. 

E. Arnold's Treason. 



32 Course of Study for High Schools. 

F. War at the South. 

1. Reasons why England sought peace with America. 

2. Greene's Retreat. 

3. Yorktown. 

G. The Treaty of Peace. 

1. Reasons why England sought peace with America. 

2. The American Commissioners. 

3. Attitude of France and Spain. 

4. Terms of the Treaty. Why so liberal? (Read Fisk's "Critical Period" 
for this topic.) 

H. Side topics on the Revolution. 

1. Naval Warfare - 

2. Emplovment of the Hessians. 

3. The Conway Cabal. 

4. Use of Indian and Tory forces. 

5. Important work of George R. Clarke. 

6. Benedict Arnold and Charles Lee. 

7. Why did not Canada revolt with the Colonies? 

8. Causes for the victory of the Americans. 

9. Effect of the virtual expulsion of the Tories upon our national life. 

A Critical Period, 17 83-' 87. 

A. Formation of State Governments. 

1. Written State Constitutions. 

2. Democracies. 

a. Organizations. 

b. Powers. 

B. Articles of Confederation. 

1. Slow development of. 

2. Hindrances of ratification. The Northwest Territorj*. (Show how 
fortunate it was that the "Landless states" held out until this territory 
became a national domain.) 

3. The Articles a mere alliance. 

4. Analysis of the Articles. 

a. Weakness and strength. 

b. Powers of Congress. 

C. Evil days of the Confederation. 

1. Break down of the Articles in regard to: 

a. Foreign affairs. 

b. Enforcement of Treaty obligations: Treatment of Tories; failure 
of England and Spain to obsen^e treaty obligations. 

c. Lack of taxing power. 

2. Restlessness of the army. Newburgh Addresses. 

3. Commercial affairs. State jealousies and varying tariffs. 

4. Finances. 

a. No national coinage. 

b. The Continental Currency. 

c. Adoption of the decimal system. 

d. State issues of currency. 

e. Shays' Rebellion. 

D. The Northwest Territory. 

1. Ordinance of 1787. 

a. Provisions. . 

b. Importance of. 

Forming a More Perfect Union. 

A. Tendencies toward disunion. 
L Geographical conditions. 

2. Sectional interests and jealousies. 

3. Fear of a central power. 



History and Social Science. 33 

B. Tendencies toward union. 

1. Similarity of social and political life. 

2. The common interest of the Northwest Territory. 

3. Example of Shay's Rebellion. 

C. The Constitutional Convention. 

1. Events leading to this convention. 

a. Meeting at Alexandria. 

b. The Annapolis Convention. 

2. The Convention at Philadelphia, 1787. 

a. Ostensible purpose. 

b. Real purpose. 

c. Leaders. 

d. Difficulties overcome. 

D. The Constitution. 

1. The Three Great Compromises. 

2. Fundamental differences from the Articles. 

(A brief analysis of the Constitution along the lines suggested by the 
text is desirable.) 

E. Ratification of the Constitution. 

1. How ratified. 

2. Federalists and Anti-Federalists. 

3. The work of Hamilton and Madison. 

4. Steps to put the new Constitution into effect. 

Setting the Federal Constitution in Motion. 

A. Organization of the New Government. 

1. Election of Washington. 

a. Date of election. 

b. Date of inauguration. Why so late? "^ 

2. Washington's Cabinet. Authority for its establishment. 

3. Organization of the judiciary. 

a. Constitutional provision for. 

b. Various courts organized. 

c. Important cases brought before the Federal Courts. 

4. Amendments to the Constitution during Washington's Administration. 

B. Financial measures. 

1. State of the national finances in 1789. 

2. The first tariff law. 

3. Hamilton's financial plan. 

a. The foreign debt. 

b. The domestic debt. 

c. Assumption of State debts. 

d. Excises. 

e. The United States Bank. 

f. Effect of these measures. 

4. Establishment of a mint and issuance of a National coinage. 

C. Emergence of political parties. 

1. Reasons for the rise of parties. 

a. Jealousies of leaders. 

b. "Strict and Loose" construction of the Constitution. 

c. Rise of partisan newspapers. 

2. The Federalists. 

a. Leaders. 

b. Chief doctrines. 

D. Foreign Relations. 

1. Conditions in France. 

2. Public sympathv for the new French Republic. 

3. Wa'--hington's policy of neutrality. Was it justifiable? 

4. "Citizen" Genet and his mission. 

3— Inst. H. S.— 4117 



3-4 Course of Study for High ScJwols. 

5. Troubles with England. 

a. Impressment. 

b. Jay's Treaty. Terms: unpopularity. 

6. Troubles with Spain. 

7. Troubles with the Barbary States. 

E. Washington's Farewell Address. (This should be studied with consider- 
able care and with particular attention to its relation to current hist<)ry.) 

F. Election of John Adams. Appearance of party rivalry and sectionalism. 

G. Relations with France. 

1. Insuhing conduct of the Fi-ench Government. 

2. The X. Y. Z. Affair. 

3. Preparation for War. 

H. Downfall of the Federalist Party. 

1. Causes for. 

a. Opposition to their centralizing tendencies. 

b. Bungling of the French question. 

c. Unpopular laws: Alien Act; Sedition Act. 

d. Internal quarrels. 

2. Reasons why their downfall was not to be regretted. 

3. Virginia and Kentucky Resolutions. 

a. Dates and authors. 

b. Doctrines of. 

(Great pains should be taken to show the sinii^ter influence these 
resolutions had when nullification became an issue.") 

4. Election of Jefferson. 

a. Peculiarities of the election. 

b. The Twelfth Amendment. 

(This is a good place to study rather carefulh* and in a com- 
parative way the lives of the great leaders, such as Hamilton, 
Madison. Rlarshall. etc.) 

^4 Survey of a Newborn Nation. 

Social and Political Conditions. (The author's chapter on these topics is 
excellent and the references at its end are good, but McMaster's School His- 
tory and Coman's Industrial History will be found interesting and well 
adapted to the use of High School students. Too much stress cannot be put 
upon the Western movement and its influence upon our national life and in- 
stitutions.) 

Things to be especially noted : 

1. The homogeneity of the population. 

2. The status" of slavery, both North and South. 

3. The Industrial Revolution. 

4. Our merchant marine. 

5. The Western movement of the frontier line. 

6. The Western movement as it affected the institution of slavery; 
our mannei-s and customs; our attitude toward Ensland (leading 
to War of 1S12) . 

The Struggle for Commercial Freedom. 

A. Jeft'ersoniau simplicity and principles. 

1. Contrast the inauguration of Jefferson with that of his predecessors. 

2. Jefferson's princi]iies of government. 

3. How much did they differ from the actual practice of the government 
under Washington and Adams? 

4. Note how far Jefferson's practice departs from his theory. 

5. Jeff'ersonian laws. 

B. War with Tripoh. 

1. Causes. 

2. Results. 

C. Purchase of Louisiana. 

1. History of Louisiana up to 1S03. 



History and Social Science. 35 

2. Our reasons for wanting to buy. 

3. Napoleon's reasons for wanting to sell. 

4. Terms of the Treaty. 

a. Purchase price. 

b. Indefiniteness of boundaries. 

c. Basis of opposition to the purchase. 

d. What did this purchase mean to the future history of the United 
States. 

5. Lewis and Clark's expedition; importance of; 

D. Foreign affairs. 

1. Unfriendly attitude of France. 

2. English Depredations. 

a. Impressment. 

b. The Chesapeake Affair. 

E. Measures aimed at England. 

1. The Embargo Act. ^ 

a. Provisions. 

b. Effect. 

2. The Non-Intercoui*se Act. 

F. Election of Madison. 

G. War with England. 

1. Review the steps leading to War, beginning with the non-observance 
by both parties of certain articles in the Treaty of 1783. 

2. British Orders in Council. 

3. Erskine's promise and the repeal of the Non-Intercourse Act. 

4. Clashes on the Sea. 

5. Declaration of War. 

6. America's unpreparedness and division. New England's attitude. 

7. Leading events of the War. (The military side of the War of 1812 
may be studied under three heads: American attempts to invade 
Canada; the naval warfare; British invasion of the United States.) 

8. The Treaty of Ghent. 

9. Effects of the War. 

a. Commercial. 

b. Industrial. 

c. National and political. Birth of a national consciousness; the 
Hartford convention and fall of the Federalists. 

The Western Movement. 

A. The National Land Policj'. 

1. Abundance and cheapness of land. 

2. Effect of the government's land policy on oiu" national growth and 
prosperity. 

B. Settlement of the Northwest. 

1. Character of population. 

2. Early routes and conditions of transportation. 

3. Admission of States. 

4. Attempts to force slavery in the Northwest territory. 

5. National Road building. 

6. The steamboat. 

C. Settlement of the Southwest. 

1. Difference in type of settlers. 

2. Division of Louisiana. 

3. Admission of states carved from the Southwest. 

4. Purchase of Florida. 

a. Reasons for. 

b. Terms of Treaty. (Especially with reference to our claims and the 
Spanish claim to Oregon.) 

5. Settlement of Missouri. 

D. Frontier life and its effect on our national character. 



36 Course of Study for High Schools. 

An Era oj Good Feeling. 

A. Growth of American Nationality. 

1. Monroes tour and its effect. 

2. Chief Justice Marshall and the importance of his decisions. 

a. McCiillock versus Maryland. 

b. Marbury versus Madison. 

c. Gibbons versus Ogden. 

d. Cohens versus Virginia. 

B. The Missouri Compromise. 

1. Application of Missouri and Maine for statehood. 

2. The Tallmadge Amendment. 

3. Reasons for and against the extension of slavery. 

4. Debate on the admission of Maine and the power of Congress over the 
admission of new states. 

5. The Compromise itself. 

a. Date; author; provisions. 

b. Which section gained by the compromise, the North or the South? 

c. The policj^ of keeping a balance between slave and free states. 

d. Why did the Compromise "kindle the fire which all the waters of 
the ocean cannot put out"? 

C. The Monroe Doctrine. 

1. Menacing attitude of foreign powers. 

a. Russian advance in America and the Treaty of 1824. 

b. Great Britain and Texas. 

c. The Holy Alliance. Origin, aims, and its attempt to restore to 
Spain her lost Aiiierican possessions. 

2. The Monroe Doctrine itself. 

a. Date and author. 

b. Vital principles of. 

c. Its meaning for America and the New World. 

D. The tariff of 1824. Clay's "American System" and what it meant. 

E. The Change of Leaders. 

1. End of the "Virginia Dynasty." 

2. What did this change of leaders mean in regard to the policy- of our 
government? 

F. The Election of John Quincy Adams. 

1. Peculiarities of his election. 

2. Bitterness aroused by it. 

The Jacksonian Era. 

A. Jackson's Quarrel with Adams. 

1. Character of each man. 

2. Reasons for the quarrel. 

3. Jackson's appeal to the people. 

4. Unpopularity of Adams' administration. Where did the blame for 
Adams' failure really belong? 

5. Tariff of Abominations. 

6. New party alignments. 

7. The election of 1828. Reasons for Jackson's success. 

8. Jacksonian democracy compared with Jeffersonian democracy. (Here 
is a good i^lace to study the rise of our present system of juirty nomi- 
nations.) 

B. Jackson and rotation in office. » 

1. Incidents of the inauguration. 

2. The Civil Service up until the time of Jackson. 

3. Jackson and the Spoils System. 

a. Was there a precedent for his action? 

b. Effects of the Spoi's System: On employees of the go\ernment 
and on our political life. 



History and Social Science. ' 37 

C. Jackson and Nullification. (It would be well to review here the episodes 
in our history bearing on the question of nullification, such as the Virginia 
and Kentucky Resolutions, and the Hartford Convention.) 

1. The question of tariff reduction. 

a. Changed attitude of the South on the question of the tariff. 

b. Webster and Calhoun. Life and character of each man and the 
arguments of each on the question of nullification. Webster-Hayne 
Debates. 

c. Tariff of 1832. 

d. Compromise Tariff of 1833. 

e. Was Jackson's Victory in the quarrel with South Carolina a com- 
plete one? 

2. Jackson's fight on the United States Bank. (Require a brief review of 
the history of the bank, including its good and bad points.) 

a. The Campaign of 1832 and the re-election of Jackson. 

b. Jackson's determination to be rid of the bank at once. Removal 
of deposits. 

c. Censure of Jackson. 

D. Jackson and the Indians. 

1. His dislike of the Indians. 

2. Removal of the Indians of the South. 

3. Jackson and Georgia. 

(Jackson's Administration is one of great importance, and the stu- 
dent should be well grounded in his knowledge of it.) 

E. The Administration of Martin Van Buren. 

1. Van Buren — the heir of Jackson in more ways than one. 

2. The condition of the country. 

a. Finance and currency. 

b. Speculation. 

c. Jackson's unwise money pohcy — The Specie Circular. 

3. Panic of 1837. 

a. Reasons for. 

b. Effects of. 

4. The Independent Treasury. 

F. The Election of 1840. 

1. The Parties — candidates — principles. 

2. Picturesqueness of Campaign. 

Progress between 1S20 and IS40. 

A. The Westward Movement between 1821 and 1840. 

1. Extension of the National Road and its effect on settlement. 

2. The Erie Canal and its wonderful effect on New York City and the 
Middle West. 

3. Other canals. 

a. In Pennsvlvania. 

b. In the West. 

4. Early railroads. 

5. Growth of settlement in the Middle West. Admission of Michigan. 

6. Trade between the West and the South. 

7. Southern expansion. Admission of Arkansas. 

B. Commercial and Industrial Progress. 

1. Development and movement of inland trade. 

2. Slow recovery of foreign trade after War of 1812. 

3. Rise of the Factorj' System. 

a. Cotton manufactures. 

b. Woolen manufactures. 

c. Iron manufactures. 
C Education and Literature. 

1. Free schools in the North; South; West. 

2. Great writers of the period. 



38 Course of Study for High Schools. 

D. Social Betterment. 

1. Social reforms. 

2. Dorr's Rebellion. 

3. Anti-Rent troubles. 

4. Labor Organizations. 

5. Socialistic Movements. 

a. Robert Owens. 

b. Brook Farm. 

6. Rise of the Abolitionists. 

a. Leaders. 

b. Their work. 

7. The Right of Petition. The "Atherton Gag" rule. 

The Great Westward Extension. 

A. Tyler and the Whigs. 

1. Death of Harrison. 

2. John Tyler becomes president. (The student should know why Tyler 
was placed on the Whig ticket in the first place.) 

3. Tyler's attitude toward the United States Bank. 

4. Tyler's break with his party. 

a. Resignation of his Cabinet. 

b. Webster remains to complete Treaty with England. 

B. The Texas Question. 

L Early American settlement of Texas. 

2. The "Line of 1819" and other provisions cencerning Texas in our Treaty 
with Spain at that date. 

3. Texan Independence. 

a. The part Americans took in the struggle. 

b. The Alamo. 

4. Danger to the United States of Texas Independence. 

5. The annexation movement. 

a. Attempts and failures. 

b. The Oregon and Texas questions joined. 

c. Election of 1844 and annexation. 

d. Annexation completed. 

C. The Oregon Question. 

1. Claims of the United States. (The student should get a clear idea of 
the early history of this region and the part Americans took in it.) 

2. Settlement of the Oregon question. 

D. The Acquisition of Cahfornia and New Mexico. 

1. Polk's plan to gain peaceful possession of these territories. 

2. England's designs on California. 

3. Slidell's mission to Mexico. 

4. The Mexican War. 

a. Causes of — How just was this war? 

b. Trace briefly the military events. 

c. Fremont and California. 

5. Treaty of Guadalupe Hidalgo. 

(The student should be led to see that the Mexican War was pri- 
marily a war for slavery.) 

The Westvxtrd Movement in the Forties. 

A. The Pre-emption Act — Agricultural Importance. Immigration. 

1. The Public lands and Westward Expansion. The Pre-emption Act of 
1841 and its influence on permanent settlement. 

2. Agricultural Implements. The plow — reaper— threshing machine. 

3. Immigration. 

a. Conditions in Europe favoring emigration. 

b. Immigration prior to and following 1840. 



History and Social Science. 39 

B. The Upper Mississippi, and Lake Region. 

1. Settlement of Iowa. 

2. Settlement of Wisconsin. 

C. The Pacific Coast Region. 

1. Settlement of Oregon and formation of a territorial government with- 
out slavery. « 

2. California. 

a. The Missions. 

b. Discovery of gold. 

c. California admitted as a free State. 

D. Utah and New Mexico. 

1. The Mormons — their origin and history up to 1844. 

a. Settlement in Utah. 

b. Demand for statehood. 

2. New Mexico — Gadsden Purchase. 

E. Commodore Perry and Japan. 

Slavery in the United States. 

A. Slaveholders: Poor Whites — Free Negroes. 

1. Statistics of 1850 relating to slavery. (Note the comparatively small 
number of slaveholders, especially of large numbers of slaves.) 

2. The sla^'e holding class. 

a. Their advantages. 

b. Their importance in governmental affairs. 

3. The Poor Whites. Numbers and condition. 

4. Free Negroes. 

a. Numbers, South and North. 

b. Condition, socially and pohtically. 

B. The legal status of the slave. 

1. The slave trade. The slave breeding states. 

2. Protection of slaves by law. 

C. Conditions of Slave life. The overseer — punishment, food, clothing, 
shelter, religion, and education. 

D. Moral and Industrial Aspects of Slaveiy. 

1. General opinion of morality of slavery on part of slaveholders. 

2. How do you account for the gradual acquiescence in the idea that 
slavery was right? 

3. Economic aspects of slavery. 

a. Costliness of slave labor. 

b. Were the benefits described by the author in the last paragraph on 
page 377 due to slavery? Would free labor have produced benefits 
just as great? 

4. Opposition to the extension of slavery. Reasons for. 

Slavery an Overshadowing Issue; Party Reorganization. 

A. The Wilmot Proviso. 

1. Objects of the bill. 

2. Sectional, rather than party division over it. 

3. Its final defeat. 

B. The Election of 1848. 

1. Parties, platforms, and candidates. (Stress the rise of the Free-soil 
party showing the new economic rather than moral attack upon 
slavery.) 

2. Results of the election. 

C. Compromises of 1850. 

1. Review the question of the admission of California and the organiza- 
tion of the territory acquired from Mexico. 

2. The questions compromised. (The student should be able to state 
the demands of each side on each question and then to give the com- 
promise agreed upon.) 



40 Course of Study for High Schools. 

3. Great leaders of this period. Clay — Calhoun — Webster. (Some first 
hand acquaintance should be had with the great speeches of these 
men.) 

D. The Execution of the Fugitive Slave Law. 

1. The text of the law. 

2. Attitude toward the law in the North. • 

E. The Election of 1852. 

F. Uncle Tom's Cabin, Whittier's anti-slavery poems. Helper's Impending 
Crisis. 

G. Repeal of the Missouri Compromise. 
1. The Kansas-Nebraska Bill. 

a. The purport of the act. 

b. Motives of Douglas in presenting this bill. 

c. Its meaning to the North; to the South. 

d. Its effect upon the question of slavery. 

The Rise of the Republican Party. 

.4. Beginning of the Republican Party. 

1. Resentment over the Kansas-Nebraska Bill in the North. 

2. The "Personal Liberty" Laws of Northern states and renewal of the 
"Underground Railroad." 

3. Organization of the Republican party. 

a. Date — leaders. 

b. Elements composing. 

c. Principles (See that the student understands that the Republican 
party was against the further extension of slaverj-.) 

B. The struggle for Kansas. 

1. Preparations. 

a. In the North: Emigrant-aid companies. 

b. In the South: Emigrants from Missouri and Southern states. 

c. Leading men sent out. 

d. Towns founded: 

(1) By free-state people: Topeka, Lawrence. 

(2) By pro-slavery people: Lecompton, Atchison, Leavenworth. 

2. Beginning of the struggle. 

a. A. H. Reeder appointed governor July 7, 1854. 

b. Pro-slaver>' delegate elected to Congress November 29, 1854. 
Missourians voted at this election. Result: Increased bitterness 
and great accession to free-state forces. 

c. Governor Reeder has census taken before calling election for mem- 
bers of legislature. 

(1. Pro-slavery territorial legislature elected March 30, 1855. Many 
Missourians voted at this election. Governor set aside election in 
eight districts, and called new election there. At new election pro- 
slavery people refused to vote, and free-state candidates were given 
certificates of election. 

e. Legislature met at Pawnee at call of governor, July 2, 1855. 

(1) Its acts at Pawnee: 

(a) Unseated all of free-state members elected at supplemental 
election called by governor, except one. Before legislature 
met one free-state member had refused to serve. 

(b) Passed, over governor's veto, act to adjourn to Shawnee. 

(2) Its acts at Shawnee: 

(a) Asked President to remove Governor Reeder. 

(b) Passed Missouri slave code laws, and made it an offense to 
say or write anything against slavery. 

(c) Located capital at Lecompton. 

(d) Provided for a constitutional convention. 

(e) Passed act entitled "An act to punish offenses against slave 
property.'' 

f. Reeder forced to leave the territory. 



History and Social Science. 41 

3. Topeka constitution, anti-slavery, October, 1855. 

a. Convention called by free-state people, September, 1855. This 
convention, which issued call for election, met in response to a 
call by an earlier political party convention at Big Springs. The 
general purpose of the free-state people was to avoid obeying acts 
of the Shawnee legislature, called "bogus legislature," and if possible 
secure admission as a free state. 

b. Constitutional convention met at Topeka, October 23, 1855. Com- 
posed entirely of free-state members. 

c. Free-state constitution formed, submitted to the people, and rati- 
fied by them December 15, 1855. Only free-state people voted. 

d. State election held, Robinson elected governor, other state officers 
and state legislature chosen, Januarj^ 15, 1856. 

e. Officers did not attempt to assume charge of the government, ex- 
cept that legislature met, but simply held themselves in readiness 
to take charge when Kansas should be admitted as a state under 
the constitution. 

f. Constitution sent to Congress and opposed by President Pierce. 
Approved by house, disapproved by senate. 

g. Topeka legislatiu-e dispersed by U. S. troops, July 4, 1856. 

4. Lecompton constitution, pro-sla\ery, 1857- '58. 

a. Convention met September 11, 1857, in pursuance of call by pro- 
slavery legislature. Composed entirely of pro-slavery members. 

b. As the convention saw that the people were likely to disapprove 
of the constitution they decided to submit to vote only the clause 
regarding slavery, and so people voting on it had to vote : 

(1) For the constitution with slaver>', or 

(2) For the constitution without slavery; thus voting for slavery 
in either case, for the constitution provided that slave property 
in the territory should not be interfered with. 

c. On the face of the returns the constitution was almost unanimousl.y 
approved, as only pro-slavery people voted. 

d. While the convention was in session the free-state people had 
elected a majority of new legislature at election at which occurred 
the Oxford, or Cincinnati Street Directory frauds. 

e. Free-state people urged governor to call special session of the 
legislature, which he did. 

f. New legislature submitted constitution to the people so they could 
vote for or against it, and it was voted down almost unanimously, 
only free-state jjeople voting. 

g. Constitution sent to Congress and approved by senate, but dis- 
approved by house. By the terms of the English bill, a compromise 
measure, the constitution was referred back to the people of Kansas 
for approval or rejection. 

h. Constitution then rejected bv more than 11,000 in total of 13,000 
votes, August 2, 1858. 

5. Leavenworth constitution anti-slavery, 1858. 

a. Convention met first at Minneola, March 23, in pursuance of an act 
declared to have been passed over the governor's veto, but which 
was not. The convention adjourned to Leavenworth. 

b. General objects in view were: 

(1) Fight admission of Kansas under Lecompton constitution by 
showing Congress that people di# not favor it. 

(2) Secure admission as a free state if possible. 

c. Submitted to and approved bv people, free-state people voting. May 
18, 1858. 

d. Sent to Congress but not approved by either house. 

e. Convention composed entirely of free-state members. 

6. Wyandotte constitution, anti-slavery, 1859-'61. 

a. Legislature submitted to people the question whether or not they 
wanted a constitutional convention, and the people said they did, 
March 28, 1859. Legislature soon called the convention. 



42 Course of Study for High Schools. 

b. Convention met July 5, 1859. Members met as Republicans and 
Democrats, this being the first constitutional convention in Kansas 
in which more than one party was represented. 

c. Constitution ratified by the people, October 4, 1859. 

d. Robinson elected governor, and other state officers elected, Decem- 
ber 6, 1859. 

e. Topeka made temporary seat of government. 

f. Constitution sent to Congress, but could not be approved in both 
houses till some of pro-slaverj' members withdrew on secession of 
Southern states. 

g. Congress approved the constitution, and the bill admitting Kansas 
as a state became a law January 29. 1861. 

C. Election of 1856. 

1. Parties, platforms, candidates, leaders. 

2. Demosrats successful. 

D. The Dred Scott Decision. 

1. Facts in the case. 

2. The Decision itself. 

3. Personnel of the Supreme Coiut. 

4. Effects of this decision. 

E. The Lincoln-Douglas Debates. 

1. Lincoln's "House divided" speech. 

2. Douglas' "Freeport Doctrine." 

3. Important effects of these debates upon the futures of these two men. 

F. The Election of 1860. 

1. John Brown's Raid and its effect upon the South. 

2. The parties, conventions, platforms and candidates. 

3. Analysis of the election returns. 

a. Electoral and popular vote of each party. 

b. How vote was distributed sectionally. 

c. What did these results show in regard to secession sentiment? 

Progress in the Fiftie><. 

A. The Westward Movement. 

1. The building of trunk line of railroads. 

2. Settlement of Minnesota, and other Western states. 

3. Great increase in population. 

a. Westward movement of the center of population. 

b. Immigration. 

B. Commercial and Industrial Growth. 

i. Effect of western railroads on commerce. 

2. The Merchant Marine. Subsidies. 

3. Agricultural progress. 

4. Manufactures. 

C. Patents and Inventions. 

1. Number and importance. 

2. Great inventors. 

D. The United States Mail Service. 

1. "Pony Express." 

2. Cheap postage. 

3. Use of the postage stan^. 

E. Growth of Cities. 

1. Rapid growth of western towns. 

2. Contrast slow growth of southern cities. 

F. Education. 

1. Common schools. 

2. Higher education. 

a. State universities. 

b. Education of women. 



History and Social Science. 43 

G. Literature. 

1. The "Golden Age." 

2. Notable authors and their works. 

3. Rise of the Daily Ne'tvspaper. 

Secessio7i and the Call to Arms. 

A. Secession: The Confederate States of America. 

1. Effect of Lincoln's election upon the South. 

2. Were the Souths fears well grounded? 

(Students should study carefully the whole question of secession and 
the circumstances under which each Southern state seceded. 
What part did the rank and file of Southern people take in se- 
cession? What influence did the loss of their power in the 
Federal government exert on Southern politicians? 

3. Secession of seven Southern states. 

4. Formation of the Confederate government. 

5. Southern political leaders — who were they and what part had they 
played in governmental affairs prior to secession? 

B. Paralysis of the Federal Government. 

1. Buchanan's attitude. 

2. Treason of Southern members of Congress. 

3. The "Star of the West." 

C. Various attempts at Compromise. Crittenden proposals. Lincoln's at- 
titude. 

D. Lincoln and the Forts. 

1. His first inaugural address. (Students should be familiar with the prin- 
ciples enunciated in this important paper.) 

2. Fort Sumter. 

a. Demands of the South and Southern intrigue. 

b. Lincoln's stand. 

c. Effect of the Souths attack on Sumter. 

E. Preparation for War. 

1. Headstart of the South owing to treachery of Buchanan's Cabinet. 

2. Lincoln's call for troops and the response. 

F. The Second Secession. 

1. What brought it about? 

2. Could a policy have been pursued by Lincoln which would have pre- 
vented it? 

3. What slave states did not secede? 

G. Comparison of the North and the South. 

1. Numbers. 

2. Wealth and resources. 

3. Transportation systems. 

4. Geography and the War. 

5. The advantages of defensive war. 
H. Southern Blunders. 

1. Overestimation of the power of cotton in world commerce. 

2. Wrong estimation of Northern ability to fight, and desire to preserve 
the Union. 

3. Too much dependence upon European intervention. 

The Civil War. 

It is not desirable that too much time be spent on the strictly militar3' events 
of the Civil War. The student should study the great objectives of the war 
upon the part of the North, namely: to push back the Southern hne of de- 
fense and to blockade the Southern ports. The great movements which ac- 
complished the former were the opening of the Mississippi River, the capture 
of Richmond and the penetration of the "heart of the South." The text may 
be followed for a study of the militar}' events of the War. or, an outline of 



44 Covrse of Study for High Schools. 

campaigns which stresses only the more important movements and engage- 
ments of troops maj^ be used. Only the most important battles should be 
given detailed attention. 

A. Attitude of foreign nations. France, England, and Russia. 

B. The Blockade and its effect. 

1. On the South. 

2. On Europe. 

C. The Trent Affair and hostile attitude of England to the North. 

D. Lincoln and Emancipation. 

1. Attitude toward slavery before election. 

2. Willingness not to interfere with slavery in the South. 

3. His early refusal to make the war one for emancipation. 

4. Gradual growth of determination to crush slavery. 

5. Preliminary Proclamation, Sept. 22, 1862. 

6. Final Proclamation, Jan. I, 1863. 

7. What did the Proclamation accomplish and what did it lca\e undone? 

8. Was its use justifiable? Why? 

9. Its reception at the North; at the South; in Europe. 

War Times North and South. 

A. Keeping the ranks filled. 

1. Losses of men in the Civil War. 

2. The Draft. 

a. In the South. 

b. In the North. 

c. Draft riots in New York City. 

d. Substitutes and '"bounties." 

3. Number of men enlisted. 

B. Finances of the War. 

1. Total cost of the War. 

2. Southern finances. 

3. Federal finances. 

a. Taxes and loans. 

b. Paper currency. 

c. The National banks. 

C. Industry and Commerce in War Times. 

1. Activity in agriculture, and manufacturing in the North. 

a. Labor saving inventions. 

b. The Homestead Act. 

2. Immigration. 

3. Southern industry. Decrease of cotton planting. 

4. Blockade rimning and trade with the North. 

D. War Time Politics. 

1. Davis as an executive. (It will be interesting to look into the affairs 
of the Southern government a little more fully than the author of your 
text does.) 

2. Northern Opposition to the War. 

a. "Copperheads." 

b. Vallandigham and Greeley. 

3. Re-election of Lincoln. 

The Work oj Reconstruction. 

A. Lincoln's Policy of Reconstruction. Its terms and liberality. 

B. Lincoln's assassination. 

C. Johnson's efforts at Reconstruction. 

1. His attempt to follow Lincoln's plan. 

a. Amnesty. 

b. Lifting of blockade. 



History and Social Science. 45 

2. The Thirteenth Amendment. 

a. Pro\isions. 

b. Why necessary. 

3. Jolmson's conditions of Reconstruction. 

D. The Congressional Plan of Reconstruction. 

1. Disagreement with Johnson's plan. 

a. What were the reasons for this disagreement and were they sound? 

b. Leaders of the opposition and their possible motives. 

c. Refusal to admit the Southern representatives. 

2. The "Black Codes" of the South and their effect upon the sentiment 
of the North. 

3. Establishment of the "Freedman's Bureau." 

4. The Civil Right's Bill. 

5. The Fourteenth Amendment. 

a. Provisions of. 

b. Justice of. 

6. The provisions of the Congressional plan of reconstruction. 

7. Reconstruction under this plan. 

E. Quarrel between President Johnson and Congress. 
1. Origin of the trouble. 

a. Clash of opinion over status of seceded states. 

b. Johnson's vetoes. 

c. Congress's desire to hamper Johnson. 

d. Tenure of Office Act. 

F. Impeachment of Johnson. 

1. Constitutional provisions concerning impeachment. 

2. Meaning of the term. 

3. The main accusations. 

4. The trial and its outcome. 

G. Election of 1868. 

1. Parties, platforms, and candidates. 

2. What states took no part? 

3. In what states was the voting under Federal control? 

4. The narrow margin of Republican success. 
H. Final Measures of Reconstruction. 

1. The Fifteenth Amendment. 

a. Political reasons for. 

b. Propriety or impropriety of. 
I. General Amnesty. 

Eight Years of Troublous Times. 

A. Western Development. 

1. New immigration laws. 

2. Disbanding of the Federal army. 

3. Building of the Union Pacific Railroad. 

4. Admission of Western states and organization of Western territories. 

5. Opening of the Northwest and contruction of the Northern Pacific, 
t). Resistance of the Indians. The Custer Massacre. 

B. Industrial Prosperity. 

1. Extension of Agriculture. 

2. Expansion of Manufactures. 

C. Industrial Reverses and Unrest. 

1. The Panic of 1873. 

a. Causes. 

b. Effects. 

2. Organization of Labor. Strikes and lockouts. 

3. Organization of Farmers. 

a. Patrons of Husbandry. 

b. Quarrels with the railroads. 



46 Course of Study for High Schools. 

D. The Currency and the Tariff. 

1. Review Civil War finances. 

2. Amount and character of Civil War debt. 

3. The "Greenbacks" and the fight for and against their retirement. 

4. The final decision for "resumption of specie payment." 

a. Provisions of the Act. 

b. Effects of the act upon the finances of the country. 

5. Demonetization of silver, or the "Crime of 1873." (Be sure the mean- 
ing of "demonetization of silver" and "ratio of 16 to 1" are under- 
stood.) 

6. Attempts to reduce the tariff. 

7. Reduction of internal taxes. ' 

E. The Aftermath of Reconstruction. 

1. Carpet baggers and carpetbag rule. 

a. Effect of this rule on the South. 

b. The Ku-Klux-Klan. 

F. Political Corruption. 

1. The Tweed Ring. 

2. Credit Mobilier. 

3. The Whisky Ring. 

G. Election of 1876. 

1. Partie.s — platforms — candidates. 

2. Peculiarities of the election. 

3. The Electoral Commission. 

Eight Years of Wondrous Growth. 

A. Hayes' Administration. 

1. His difficulties. 

a. Hostility, in Congress. 

b. Loss of party support. 

2. Reconstruction. Removal of troops from the South. 

3. The Bland-Alhson Act. 

B. Election of 1880. 

1. Attempt to nominate Grant for a third term. 

2. Party issues and nominees. 

3. Closeness of the popular vote. 

C. Garfield and Arthur. 

1. The "Spoils System" and the assassination of Garfield. 

2. Character of Arthur's administration. 

3. Civil Service Reform. 

D. Industrial Progress. 

1. Important factors of progress. 

a. The New South. 

b. Railroad construction. 

c. Immigration. 

d. Important inventions. 

E. Progress in Education. 

1. Common and high schools. 

2. The Land Grant Act. 

3. The Bureau of Education. 

4. Establishment, and betterment of colleges and universities. 

5. Literature of the period. 

F. Growth of American cities. 

G. Growth of Labor Organizations. 

1. Reasons for. 

2. Knights of Labor. 

3. The American Federation of Labor. 

4. Accomplishments of the labor unions. 



History and Social Science. 47 

H. Election of 1884. 

1. Parties, platforms and candidates. 

2. Results of the election. 

3. Effect on sectional prejudice. 

The Beginnings of a New Industrial Era. 

A. Cleveland and the Civil Service. 

B. The Presidential Succession Acts. 

C. The beginning of a new navy. 

D. The regulation of interstate commerce. 

1. Need of regulation. 

2. The Interstate Commerce Act. Formation of the Interstate Commerce 
Commission. 

E. Labor troubles. 

1. Reasons for. 

2. The Haymarket Affair. 

F. Henry George and the "Single Tax."' 

G. Cleveland and the Tariff. 

1. The Treasury surplus. 

2. Cleveland's ideas regarding the tariff. 

H. The Election of 1888. Parties, policies, candidates, results. 
I. Rapid development of the Far West. 

1. Admission of new states. 

2. Opening of Oklahoma. 

3. The Indian problem. 

J. The Surplus. Harrison's solution of the problem. 
K. The Tariff. 

1. The tariff since 1860 reviewed. 

2. The McKinley Bill. (Its rates, free list, etc.) 
L. Rise of the Trusts. 

1. Cut throat competition. 

2. Large scale manufactures. 

3. Combir^ations to prevent competition. 

4. Sherman Anti-trust Act. 
M. The Election of 1892. 

1. Tariff the leading issue. 

2. Election of Cleveland. 
N. Industrial Depression. 

1. The Sherman Silver Purchase Act. 

a. Its effect on the finances of government. 

b. Repeal of the purchasing clause of the Sherman Act. 

c. Bond issues to keep up gold reseixe. 

2. The Panic of 1893. 

a. Causes of. 

b. Long duration. Why? 

c. Political effects. 

3. Labor unrest. 

a. Coxey's army. 

b. Pullman car strike and Federal interference. 
O. The Columbian Exposition. 

P. The Wilson Tariff and Income Tax Law. 
Q. The Venezuelan boundary question. 
R. The Fisheries question. 



48 Course of Study for High Schools. 

S. Election of 1896. 

1. New parties. 

2. Party splits. 

3. Free silver the dominant issue. 

4. The bitter and spectacular campaign. 

5. Anal.ysis of the election returns. 

The United States as a World Power. 

A. The return of prosperity. 

1. Reasons for. 

a. Increased gold jM'oduction. 

b. Good crops. 

c. Return of business confidence. 

2. The Dingley Tariff. 

a. Revision upward. 

b. Rates. 

B. Intervention in Cuba and the Orient. 

1. Trace the relations of the United States and Cuba from 1840 to 1898. 

2. Spanish tyranny in Cuba. 

3. The sinking of the "Maine." 

4. Recognition of Cuban Independence. 

5. War with Spain. 

a. Battle of Manila Bay. 

b. Destruction of Spanish fleet at Santiago. 

c. Invasion of Cuba and Porto Rico. 

6. Treaty of Peace. 

a. Protocol, August 12, 1898. 

b. Final treaty, November. 1898, and its terms. 

7. The Philippine Rebellion. 

8. Provisions for governing our insular jiossessions. 

9. The Boxer Rebellion. 

a. John Hays policy toward China. 

b. What did the United States do with the Boxer indemnity money? 
10. Annexation of Hawaii. 

C. Re-election of McKinley. 

1. Reasons for ]»opularity. 

2. Republican treatment of the Gold Standard ciuestion. 

3. Party platforms and candidates in election of 1900. 

4. Assassination of McKinley. 

5. Roosevelt becomes President. 

a. His character and political ])olicies. 

b. His war on the trusts. 

D. Labor unionism at its height. 

1. Legislation favorable to labor. 

2. Collective bargaining. 

3. Coal strike of 1902. 

E. The Panama Canal. 

1. Review the previous hi.story of this project, especially the Clayton- 
Bulwer and Hay-Pauncefote Treaties. 

2. The Panama secession and the part the LTnited States had in it. 

3. The completion of the canal and its value to the United States. 

F. The Election of 1904. 

1. Parties, policies, and candidates. 

2. Results of the election. 

A Progressive Era. 

A. Twentieth Centuiy Progress in Social Matters. 

1. Progress in Education. 

2. Decrease of illiteracy. 



History and Social Science. 49 



3. The Carnegie and the Rockefeller Foundations. 

4. Social Legislation and social betterment. 

5. The movement for world peace. 

6. The Woman's Movement. 
B. The Rule of the People. 

1. The initiative, referendum, and recall. 

2. Woman suffrage. 

3. Popular election of senators. 

4. Direct nominations. 

5. Municipal government reforms. 

a. The Commission system. 

b. Home Rule. 

C' Commercial and industrial progress. 

1. Progress in the industrial arts. 

2. Progress in transportation. 

D. Inventions and discoveries. 

E. Concentration of capital. The Pujo Report. 

F. Conservation of National resources. 

1. Forest reserves. 

2. Irrigation and reclamation. 

G. Railroad legislation. 
H. Pure food legislation. 
I. Election of 1908. 

1. Parties, platforms, and candidates. 

2. The campaign and its results. 

J. The administration of President Taft. 

1. The Payne-Aldrich tariff. 

2. The Postal Savings Bank. 

3. The Parcel Post. 

4. Admission of new states. 

5. Congressional election of 1910. 

6. The Mann-Elkins Rate Law. 

7. The publicity of campaign funds. 

8. Continued warfare on trusts, 
K. The election of 1912. 

1. Parties, platforms, candidates. 

2. The campaign -and results. 

The Wilson Administration. 

A. President Wilsoii's policies. 

1. On the tariff. The Underwood Law. 

2. On the income tax. 

3. On currency reform. The Federal Reserve Act. 

4. On the Trusts. 

a. Clayton Trust Act. 

b. Federal Trade Commission. 

B. The World War and the United States. 

1. A brief survey of its causes. 

2. Reasons for the entanglement of the United States. 

a. Submarine warfare. 

b. Sympathy for the Allies. 

c. Sinking of the Lusitania. 

3. Wilson's reluctance to fight. 

C. Trouble with Mexico. 

D. Important legislation. 

1. Federal aid for roads. 

2. Rural credits bill. 
4— Inst. H. S.— 4147 



50 Course of Study for High Schools. 

3. The eight-hour act. 

4. National defense act. 

5. Purchase of the Virgin Islands. 

E. Election of 1916. 

1. Parties, platforms, candidates. 

2. Election results. 

F. War with Germany. 

1. Review of causes leading to the formal declaration of War, April 2, 
1917. 

2. War legislation. 

3. War activities at home. 

4. Work of our armies abroad. 

5. The Armistice. 

6. The Treaty of Versailles, 

a. Terms concerning Germany and her allies. 

b. The League of Nations. 

c. Failure of the treaty in the United States Senate. 

G. Peace and Reconstruction. 

1. Rapid disbanding of the army. 

2. The Prohibition Amendment. The Volstead Act. 

3. The W^oman Suffrage amendment. 

4. Government control of transportation and the Transportation Act of 
1920. Railway Labor Board, 

5. The Bituminous coal strike. 

6. The Kansas Industrial Court, 

7. Census of 1920. (Urban gains and rural losses.) 
H. The Election of 1920. 

1. Parties, candidates, platforms. 

2. Results of the election. 

I. Administration of Warren G. Harding. 

1. The Disarmament Conference at Washington. 

a. Nations represented. 

b. Work accomplished. 

2. Strikes. 

a. Among railroad employees. 

b. In the coal mines. 

c. Federal Labor Board. 

3. Legislation. 

a. Soldier bonus. 

b. Tariff revision. 

c. National budget plan. 

d. Reduction of governmental expenses, 

4. Scientific invention. 

a. Air-craft development. Mail service. 

b. Radio perfection. 

After the work as here outlined has been covered the whole should be fixed, 
and a clearer idea of its unity be obtained, by a general review. As far as 
possible this should be done by the topic method. As examples of subjects 
that may be thus treated the following may be mentioned: 

The evolution of the constitution. 

The origin and growth of political parties. 

Territorial expansion. 

Tariff legislation. 

The slavoiy question. 

Nullification and secession. 

Our financial system. 
Each topic should be taken up from its first appearance in our history and 
traced to its end or to the present time, without the intervention of any except 
directly related subjects, and connections should be strongly emphasized. 



History and Social Science. 51 

CURRENT HISTORY. 

High-school pupils should realize that history is not a thing of the past 
alone, but also of the present; that eveiy day stamps something on the 
records of history. The value of studying current events has been generally 
recognized over the state. The following suggestions are the result of ob- 
servations of such work in the high schools of the state and of recommenda- 
tions made by various teachers and superintendents as a result of their ex- 
perience. They are given here with the hope of enlivening interest in such 
study and of pointing the waj'' toward its organization. 

1. In case of the study of current events, it may be carried on in two 
ways: (a) as a part of some other class work; here it is recommended that 
it be made a part of either American history, modern history or English his- 
tory, and required of the pupils taking the course; or (b) as an all-school 
study on certain days of the week. This method is applicable to small schools 
where the total number of pupils is not great enough to prevent organization 
into one group for study. It is more difficult to get results from the latter, 
because of the greater difference in the range of development of the pupils 
making up the group. 

2. Do not pemiit the study of current events to become merely a telling, 
by the pupil, of some isolated happenings, many of which are of questionable 
value. 

3. Daily papers are of little value for such study. They are too "newsy." 
Monthly magazines, such as Review oj Reviews, North American Review or 
World's Work are very good, but have some drawbacks; the period between 
editions is so long that it becomes a difficult matter to hold interest, and 
sometimes the articles have been written just previous to an event the occur- 
rence of which makes them of no value. Experience seems to prove that the 
standard weekly magazine serves the purpose the best. The Independent, 
The Literary Digest and The Outlook are the most popularly used over the 
state. 

4. Several plans of group and partnership subscription have been observed, 
but the most successful plan seems to be that where the individual pupil 
purchases and owns his own copy. It has been shown that under this scheme 
an average of two other members of each family represented read the copies 
of the periodical. Arrangements can be made with the publishing companies 
to forward a given number of copies each week, to be paid for when given 
out, or by the month in advance. 

5. Under the individual-owTiership plan assignment for study can be readily 
made, and assignments are easiest, responses more ready and better discussion 
possible when all use the same periodical. The assignment should be well 
planned and lead toward clean-cut discussion and conclusions. This means 
that the teacher must be alert and must have covered the article or articles 
in advance. 



ECONOMICS. 

(One-half unit.) 



The study of the principles of economics in high schools ought to be guided 
by several well defined aims clearly established in the mind of the teacher. At 
the very base of these aims there should be an insistent desire to get at the 
truth of every subject under consideration. Too often such truths rise to 
plague the teacher. No other subject offers more pitfalls, and no other subject 
needs to be handled with such care. Teachers of agricultj^ire, for example, feel 
free to push to the most extreme limits any and all discussions having to do with 
the elimination of wheat rust or chinch bugs; for neither of these pests has an 
army of powerful friends ready to spring to its defense. Teachers of eco- 
nomics, on the other hand, often find it inadvisable to push discussions of 
such subjects as organized labor and taxation, beyond narrow academic limits. 
This situation may be undesirable, even intolerable, from the standpoint of 



52 Course of Study for High Schools. 

the teacher, but the simple fact remains that it exists and exercises a powerful 
influence in many communities. 

(1) The fii-st aim in studying economics in the high school is to impart cer- 
tain important information not easily obtainable in anj^ other field of thought. 
The possession of such information is of no great moment so far as the in- 
formation itself is concerned, but it must be acquired in order that a proper 
background may be provided for what is to follow. Much of the loose and 
disjointed economic thinking to be encountered at the present time rests on 
incorrect data, often on no data at all. It is necessar>', therefore, in making 
a journey into the realm of sound economic thinking to take as a point of de- 
parture the solid ground of facts well established and truthfully stated. 

(2) The second aim is to acquire some facility in abstract and logical 
thinking. Most pupils — in fact most adults — find themselves unable to make 
progress in abstract subjects of thought, especially when several logical steps 
must be taken. To many such a method is painful. Few school subjects de- 
mand abstract thinking along logical lines, and certainly none offer a greater 
opportunity than economics. 

(3) The study of economics encourages — if indeed it does not compel — a 
sharpening of the powers of observation. A class exercise well planned and 
properly adapted to the economic development of the community ought to 
send pupils forth eager to test the correctness of their new-found theories by 
applying them to the actual facts of every-day life. What was merely a cor- 
ner drugstore in the morning may very well become by noon a working labora- 
tory in which the trained obsen-er can study profitably such subjects as eco- 
nomic rent, monopoly and depreciation. 

Methods of presentation are no less important than aims; in fact the two 
go hand in hand. 

(1) No boy or girl can possibly reach high school age without acquiring a 
store of knowledge — usually unsystematized and imrelated — which can easily 
be utilized for the study of economics. In the case of an adult a formal study 
of the principles of economics does little more than arrange in a systematic 
order the knowledge he already possesses, and we may safely say that boys 
and girls differ from their elders in this respect only in the amount and not 
in the kind of information they have. It is important, therefore, in dealing 
with high school pupils to learn first of all what they know about the specific 
subject proposed to be discussed. Then new facts may be gathered from the 
text book, and at the proper time generalizations may be drawn. 

The gathering of information must be carried beyond this point. The next 
step for the pupils is to go forth from the class room in search of new material 
This new material can usually be secured from business men. Discretion, how- 
ever, should be the watchword, in order that inquiries may not degenerate into 
curiosity or inquisitiveness. Such an investigation ought to result in creating 
an inquiring mind — the end of all formal education. 

(2) Much of the reasoning in the Elementary Economics is of an opposite 
nature. Here and there throughout the text general principles are stated and 
then concrete illustrations are cited to show the application of these principles. 
In all such cases the pupils may be expected to accept the general rules as 
valid, and then to look about for opportunities to apply them to specific in- 
stances. 

These two methods of thought are closely related in economics; and the 
ingenious pupil will soon find himself moving from the general to the par- 
ticular and back again as he thinks his way through such subjects as marginal 
utility, diminishing returns, and distribution. 

The study of economics offers difficulties not usually encountered in other 
school subjects. 

(1) Man is a creature of his environment. Some one has said that he is a 
bundle of prejudices. Certainly the typical high school pupil brings to the sub- 
ject of economics a great many prejudices over which he had little or no con- 
trol. This is merely another way of saying that his store of basic information 
is incomplete, if indeed it is not a store of misinformation. It is essential, 



History and Social Science. 53 

therefore, to begin everj' discussion of economic theory and practice with a 
well-laid foundation of fully established and fully authenticated information. 

(2) High school pupils, like grownups, welcome opportunities to argue 
merely for the sake of argument. Economics offers a prolific field of differ- 
ences of opinion; and while no sensible teacher of the subject would dismiss 
any discussion with a show of finality, it is important to keep in mind the 
sahent fact that economic arguments usually have their beginning either in 
misunderstood premises or in the inherent desire of human nature to take the 
contrary side of any subject under discussion. 

(3) Appearances often mislead young students of economics. Many times 
the uninitiated generalize too quickly. This weakness is especially character- 
istic in those persons who are accustomed to think superficially and to those 
who set out to prove points rather than to discover facts. 

Success in teaching economics to high school boys and girls depends in large 
measure in approaching every subject with an open mind, determining to 
find the truth at any cost and to teach that truth as it should be taught, taking 
care, however, that what appears to be truth is in reality truth beyond all 
question. 



CIVICS. 

(One unit.) 
"Establish a purpose for the study. He is no teacher who can not or does not." 

In a republic such as the United States of America the public business is 
and should be the private business of every citizen. 

Of all systems of government, the most difficult to render effective, the one 
which evidently requires the greatest maturity of reason, morality of citizen- 
ship and personal knowledge of its workings on the part of its citizens is the 
federative system of the United States of America. 

Government is a matter of vital concern to the citizen and is becoming 
niore so each day and year. Modern government, however, cannot be con- 
trolled and guided by people who do not understand it. The very complexity 
which challenges all to take a part in its direction renders impotent all save 
the alert, the intelligent, the informed. 

All are agreed that our high schools should meet the three fundamental 
needs: citizenship, vocation, culture. If there is one place in life where all 
meet on the level it is in the duties, functions and benefits of citizenship. If 
there is one common store of knowledge that all should possess it is that bear- 
ing upon government and social relations. The fact should never be lost sight 
of, that good government and good social conditions to be attained must be 
fought for, and that to make a good fight — a winning fight — one must know 
well, not only that for which he fights but that which he fights against. 

The average high-school pupil is little concerned in any government save 
the home and school. Government to him is a vague thing; he does not think 
in terms of government, he does not realize why he has personal rights, free- 
dom of action or of thought. He knows little of any condition save that in 
which he lives, and does not realize what makes that condition possible. He 
goes about without interference or without being questioned. He has no fear 
for his person; he sleeps without fear, and knows not why. His father's house 
exists for him a place of refuge, protection and rest, yet he does not realize 
what makes it possible for that home to exist. The all-pervading, invisible 
cloak of protection of a great, powerful government is thrown about him, yet 
he knows it not nor appreciates it. 

He sees no reason why he should be called upon to perform duties. Recipro- 
cal responsibihties are unknown to him. He has never been taught to ask him- 
self why ; in fact, he does not realize that he has all these benefits. He has, no 
doubt, had an introduction to the study of civics in the grades, where he has, 
in all probability, been asked to commit the content of the grade text with 
little, if any, application or clean-cut discussion. He retains little and his tend- 
ency to apply what he does retain to his own life is negligible. 



54 Course of Study for High Schools. 

It is a group of such individuals whom the teacher comes in contact with 
in opening up the subject of civics in the high school. It is no simple 
problem to awaken such a group and start them on the search for the ivJn/ and 
the how. To do it a teacher must be alert and willing to work ; must know 
the point under discussion, know it well, and know it before the pupil does; 
must know it so well that he is able to compel the pupil to find out for him- 
self. The teacher must lose himself in the work. All personal views, all i)arty 
leanings, all political convictions must be laid away; he is to be a leader in 
search of the light — a search to know the truth. 

In order to get information one must be an investigator. The spirit of im- 
partial investigation must prevail; if the pupil lacks in this the teacher must 
find a way of cultivating it. Rarely do pupils become investigators in high 
school, or even have the attitude of investigators. The curiosity exhibited by 
the pupils in the primary grades either no longer exists or is no longer con- 
cerned with school work. The teacher will no doubt have to recreate the 
spirit of investigation. 

The textbook will form the basis for the work, but it cannot and should not 
be the sole source of information: other books should be available, other in- 
formation at hand. The teacher must know where to get this information and 
see that it is available and used. Other textbooks on civics, general statutes 
and legal forms are valuable, as well as special references. 

PRELIMINARY STEPS. 

The teacher should not fail to fully realize the value of creating an atmos- 
phere, in the minds of his pupils, for taking up and pursuing a given study. 
The first day, even the first week, may be well spent in congenial talks and 
discussions, in an informal way, with his class in order to bring them to see 
why they are undertaking the study "Civics." What is the aim? Why it is 
something all should be familiar with. What its lasting benefits are. That it 
is not to be merely reading in a textbook and repeating in class something 
which is theoretical with little relation to themselves, but a true investigation 
of the actual governmental conditions under which they live and in the actual 
working of which they, as a group and as individuals, must soon take their 
places, whether thev desire to do so or not. That it is not a question of choice 
on their \ydrt whether they assume these responsibilities or not; assume them 
they must or forever hold their tongue when the political boss and grafter 
walk off with the spoils. There is one unfailing rule which applies to a Re- 
public: If you do not assiune the responsibilities some one else will; if you 
will not assume the responsibilities you have no grounds for complaint re- 
garding the way government is conducted by those who do. 

Suggestions : 

1. Do the pupils understand the meaning of government service? 

2. Make a list of some twenty or more services rendered to the pupils or 
their families by some government unit and classify them as rendered by (a) 
the school district; (6) the township; (c) the city; (d) the county; (c) the 
state; (/) the nation; and discuss the relative importance of these various 
services to the well-being of the pupil. 

3. Determine why these services or functions are not left to the individual 
to perform ; the advantage of cooperation ; the necessity of some surrender of 
individual control in any organized community. 

4. A brief discussion of the rise of cooperative control by the body of citi- 
zens in our own country as seen in building roads, schools, supporting 
churches, etc. 

5. Discuss the reciprocal responsibilities of the citizen; i.e., what he owes 
society in return for government services. 

Self Government. 
I. The individual. 
A. Self control: 

1. The will directs action. 

2. Choice of right or wrong must be made. 



History and Social Science. 55 

B. Self control can be cultivated. Control of — 

1. Temper. 

2. Passions. 

3. Tongue. 

4. Appetite. 

5. Fear. 

C. Discuss the following as to their relation to the individual in his 
relation to society and government: courage, cowardice, industry, 
laziness, liberality, stinginess, tolerance, intolerance, honesty, rnod- 
esty, patience, reverence, truthfulness, stubbornness, cruelty, jeal- 
ousy, procrastination, optimism, pessimism, hypocrisy. 

D. Self government the foundation of all government. 

II. The group. i 

A. The group mind. 

1. The will of the majority. 

2. The will of the minority. 

B. The group will. 

1. The mind of the majority. 

2. The mind of the minority. 

C. The will of the majority rules in life; formerly it ruled by might, 
by sheer strength; now by strength of mind, by reasoning. 

D. Duty of the minority to accept will of majority until by strength 
of mind and reasoning it can become the majority: for illustra- 
tion, local political issues, campaigns, results of elections, etc. 

E. Self government, not that which satisfies desires of each individual, 
but of the majority of individuals of the group. 

In starting the actual study of government begin with the near at hand, 
the means, activities and agents of government that are local. The pupil 
should be made acquainted not only with the forms and instruments of local 
government but with its activities and if possible its agents or officials. Once 
a basis of civic facts and experiences has been established and the attitude of 
investigation developed from local sources the state government which em- 
braces so many of the relations of daily life should be taken up. The many 
ways in which the state controls or may control the citizens should be made 
clear. Thus the student is made ready for the study of the federal powers 
and activities. 

The following syllabus, arranged with the idea of aiding the instructor, is 
not intended to be in the hands of the pupil and does not necessarily limit the 
teacher : 

The School District. 

Study the local school district to bring out the following points: 
I. Authority for. (Text, Chapter XVI, Article 217.) 
II. Its purpose. 
"III. Its boundaries, how determined, subject to change. 

Compare size with neighboring districts. 
IV. Its officers, how chosen, duties of each. 
. v.- Other officers who have jurisdiction. 
VI. Its independence of township or city government. 
VII. School meeting. Annual and special; business transacted at school 

meeting. 
VIII. How expense is met. (Here for the first time the pupil meets taxation. 
Teacher should be sure it is made plain.) 
IX. Consolidation of school districts. 

A. Advantages and disadvantages. 

B. Why usually opposed. 

C. Transportation of pupils. 

X. Would other school districts in the state be similar to the local one? 
Why? 



56 Course of Study for High Schools. 

XI. In other states, and history bearing on the origin. See text, chapter 

III, article 40, and chapter XVI, articles 222, 223, 224, 225. 
XII. Can any way be suggested by pupil for improving on the plan of 
organization? 

Sources of information: 
State constitution. 
School laws. 

Bulletins of department of education. 
Class text — grade school text. . 

The Township. 
Studj' the local township to bring out following points: 

I. Authority for. 

II. Boundaries; by whom fixed; are they subject to change? 

III. Reasons for its organization. 

IV. Functions of the township. 
Upkeep of roads and bridges. 

1. Here may be brought in — 

a. Importance of roads. 

b. Good and bad kinds of I'oads. 

c. Share of county and state in building and maintenance of 
roads. 

d. Care of poor. 

e. Keeping of order. 

f. Holding of elections. 

g. Listing of taxable property. 

(1) Some discussion of taxation. 
V. Township officials, executive and judicial; how chosen; term of office; 

duties. 
VI. Other officials who have jurisdiction within township. (The discussion 
of this point should bring the pupil to realize the overlapping of 
official jurisdiction.) 
VII. Township expenses and how met. 
VIII. Kinds of townsliips, and why. 
IX. Historical study bearing upon the origin and development of the town- 
ship. 

Sources of information: 

State constitution, art. Ill, sec. 9; art. IV, sec. 2. 

General Statutes. 

Textbook on civics. 

Class text by using index: "Local Government," "Townships." 

"Towns," "Elections." 
Chapter V of Kansas Supplement; "Importance of Local Gov- 
ernment"; "Township Government." 
Chapter IX of Kansas Supplement, "Election" (parts). 

Tonyn or Village. 

(Not incorporated.) 

A brief discussion of the status of the inhabitants and particular advantages, 
natural, economic, social, which have caused a number of families to settle in 
small area. 

The City. 

I. A study of particular advantages, natural, economic, social or political 
which have caused the pupils' place of residence to become a city of 
its type. 

II. Authority for its organization. 

III. Its classification. Discussion of the classification of cities, charter, how 
obtained, its functions; changing the classification. 



History and Social Science. 57 

IV. Problems brought on by settlement of numbers of people in a small 
area, that is, problems of the cit5^ 

A. Streets. 

1. Importance. 

2. Officer responsible for. 

3. Laying out (including condemnation proceedings). 

4. Maintenance — cleaning. 

5. Paving. 

a. Kinds. 

Reason favoring, including cost;' service to put to, dura- 
bility, etc. 

b. Right to tear up and duty to replace. 

6. Curbs. 

7. Sidewalks and rules governing (snow removed, etc.) 

8. Bridges. 

9. Steam railwaj's in streets; grade crossings. 

10. Traffic regulations. 

11. Lighting. How supphed. 

12. Rights and duties of citizens on the streets. 

B. Public utilities found on, in or under streets. In this connection 
discuss pubhc versus private ownership, and in case of former, 
means of financing; in case of the latter, the obtaining of the 
franchise. The welfare of the community as dependent upon the 
proper management of these utihties, their value to a community. 

1. Sewers and sewage disposal. Comparison of methods; value. 

2. Water-supply system; mains and connections. 

3. Lighting and heating service. 

a. Electric wires; pole and conduit system. 

b. Gas supply mains and connections. 

4. Transportation. 

a. Street railways. 

b. Other means. 

5. Telephone systems. 

C. Building laws and permits. 

D. Fire department — volunteer or paid; eflfect of its efficiency on in- 
surance rates. 

E. Police work; how administered. 
F.. School system; its organization. 

G. Parks, museums, recreation centers. 
H. Care of poor. 

I. Care of sick and injured. 

J. City courts; relation to county and state courts. 

K. City penal institutions. 

L. City finances; meeting public expenses. 

1. Cost of services mentioned in D to K. 

2. Sources of revenue. 

a. Licenses. 

b. Fines. 

c. Fees. 

d. Rentals of public property. 

e. Taxes; kinds. 

f. Special assessments. 

3. Assessment for taxation. 

4. Tax rate, citj' rate compared with state and federal rate; basis 
on which rate is determined. 

5. City debt; hmitations. 

V. Systematic outline of frame work of your city government with tabu- 
lation of officials and their duties. Classification of officials as legis- 
lative, judicial or executive. 
VI. Choosing of above officials. Election— when held; why. Party lines 
versus local issues. Duty of citizen to take active part in selection of 
officers. 



58 Course of Study for High Schools. 

VII. Study of systems of city government. 

A. Mayor and council plan. 

B. Commission plan. 

C. City-manager plan. 

Vlli. Historical study bearing upon the origin and development of cities and 
their government. 
In the study of the city the teacher will have to determine how much of the 
above can be used in his school. That part on which no local information 
can be obtained will have to be discussed from a general standpoint. 
Sources of information: 
State constitution. 
City charter. 

Current magazines of past six j'ears, using magazine index. 
General Statutes of Kansas. 
Textbooks on civics. 

Class text, using table of contents and index. 
Kansas Supplement to text, chapter VI and parts of chapter VII. 

The County. 

The county has hitherto been largely ignored in the study of civics. It 
has important distinctive services. Most cases at law go to the county (dis- 
trict) courts. Registration of deeds and mortgages, probation and adminis- 
tration of wills, collection of the greater portion of taxes are county functions. 
Main highways and bridges are chiefly under county control. The county 
sheriff is the chief local police officer. There is justification for a closer study 
of the county. 

I. Authority for its organization. 

II. County officials, duties, how chosen; can they be removed? 

III. Finances. 

A. Expenses of county. 

B. County tax; how levied; how collected. 

IV. Judicial system. 

A. Grand Jury. 

1. Composition. 

2. Selection. 

3. Duties. 

a. Indictment. 

b. Presentment. 

4. Mode of procedure. 

5. Where else is the grand jurj' used? 

B. The trial or petit jury. 

1. List of jurors; how made. 

2. Liability to jury duty and exemption from. 

3. Duty of citizen to serve as juror. 

4. Selection of the jury. 

5. Number. 

6. Requirement of unanimous verdict. 

7. Pay of jurors. 

8. Control of jurore while on duty and attitude to be observed by 
juror. 

C. County attorney. 
L How chosen. 
2. Duties. 

D. Jurisdiction and duty of district judge. 

1. How chosen. 

2. Removal. 

3. In what district is your county? 

E. Sheriff. 

1. How chosen. 

2. Duties. 



I 



History and Social Science. 59 

a. Execution of civil judgments and criminal sentences. 

b. Enforcement of law; preservation of order. 

c. "Posse comitatus." 

F, Clerk; district court; duties. 

G. Perjury. 

V. County and Education. 

A. Special laws touching. 

1. Barnes law. 

2. County high-school law. 

a. Of 1886. 

b. Of 1897. 

c. Of 1911. 

3. Law of 1917 to provide for high-school tuition. 

a. Proposed county unit of taxation for school purposes; ad- 
vantage; disadvantage. 

4. Rural high schools. 

B. Officials dealing with education. (Previously discussed; review.) 
VI. Historical study bearing upon the origin and development of the 

county, its officials and functions. 
VII. Proposed county manager plan of organization. 
Sources of information: 
Constitution of Kansas. 
General Statutes and school laws. 
Kansas Supplement, chapter IV, "District Court." 
"Probate and Juvenile Courts," "Removal of Judges," chapter 5, 
Class textbook, using index and table of contents. 
Other civics texts. 

"The American Commonwealth," by James Bryce (two vol- 
umes) will be found helpful in throwing light on local, state 
and national government. 

The State. 

I. Origin of state governments in America. 
II. History and general study of state constitutions. 
III. Constitution of state of Kansas. 

A. Brief study of early days of Kansas history to show the struggle of 
the various factions to gain control of government. The four con- 
stitutions. 

B. The one finally established. 

1. By whom drafted. 

2. Why successful when others failed. 

3. How established. 

C. Importance of the constitution as the fundamental law seen: 

1. In guaranteeing personal rights. 

2. In determining suffrage rights and the manner and time of 
voting. 

3. In creating legislative bodies, defining the duties and limiting 
their action. 

4. In creating executive and administrative offices and defining 
duties thereof. 

5. In creating state and local courts. 

6. In safeguarding state and local credit and caring for public 
property and public institutions. 

7. In providing for free public education. 

8. In providing for its own amendment. 

a. Is the method provided cumbersome? Why? 

b. Would any other manner of amendment be better? Why? 



60 Course of Study for High Schools. 

IV. Activities of the state. 

A. The great regulator of our everyday life, as shown — 

1. In the enactment and enforcement of the great majority of 
laws which govern the citizen in his daily life, such as — 

a. The creation and control of the school district, township, 
city and county, with their close relation to daily life, and 
the number, kind and qualification of elective and appoin- 
tive officers, including the power to remove many city and 
county officers by state authority. 

b. The establishing and regulating the police powers and pro- 
tection of health and morals. 

c. The definition and classification of crime; the trial and pun- 
ishment. 

d. The safeguarding of all civil and property rights, regulation 
of transfers and inheritance. 

e. The control of public charities. 

f. The control of economic interest. 

(Save in case of interstate commerce and national banks.) 

g. The control of common carriers so far as traffic within the 
state is concerned. 

h. The control of education, 
i. The control of revenues and expenditures, 
j. The regulation of the methods of popular control. Suffrage 
and qualifications, nominations, elections, party organization, 
removal of oflBcers, impeachment by legislature, recall. Ini- 
tiative, referendum. 
In case of each of the above, all textbook material should be thor- 
oughly discussed, both general and in Kansas Supplement, al- 
ways giving local application if possible. 
Control of education, revenues, expenditures, party organization 
and elections will be analyzed more fully later. 
V. Organization of state government. Modeled after national government. 
The activities of the state, as of the local unit, require for their exer- 
cise the three organs of government — the law-making, the law-enforc- 
ing, the law-interpreting — that is, the legislative, executive and judicial 
departments. 

A. The legislative department. 
1. The state legislature. 

a. Source of law-making power. 

b. Division into two houses; advantages and disadvantages. 

c. Composition of the house ; apportionment, election, qualifica- 
tion, terms, compensation; your local district; your local 
representative. 

d. Composition of senate; apportionment, qualifications, com- 
pensation ; your district ; your senator. 

e. House at work. 

(1) Organization. 

(a) The speaker; his election and powers. 

(b) Committee, regular and special; appointment; im- 
portance of; majority and minority; composition. 

(c) Clerk. 

(d) Minor officers. 

(2) Course of a bill; distinction between a legislative bill and 
a law. 

(a) Safeguards against hasty and ill-considered legisla- 
tion: Introduction of a bill; its sponsor, printing 
and publicity. Three readings on three different 
days. Reference to a committee for discussion; may 
amend and may give public hearings. Revision, if 
necessary, by special committee. Report of bill by 
its committee to the house; possible debate. 



History and Social Science. " 61 

Amendment and recommitted to original committee 
or some other. All legislative bills must pass both 
houses, each of which takes similar precautions be- 
fore it goes to the governor, who may seek expert 
advice, and give public hearings before making a 
bill a law by his signature, 
(b) Majority and minority leaders in the house; ad- 
vantages. 

f. Senate at work. 

(1) Organization. 

(a) Presiding officer; compare with speaker of house. 

(b) President pro tempore. 

(c) Clerk. 

(d) Minor officers. 

(2) Course of bill. (Similar to procedure in house.) 

g. Legislative commissions, joint or of either house, for investi- 
gating any matter whatsoever within the compass of state 
legislation. 

h. Powers common to both houses. 

i. Powers peculiar to each house. 

j. Limitations: by state constitution; by federal constitution. 

Scope of state legislation more varied than federal, 
k. Difficulties in state legislation. A careful discussion of pos- 
sible changes which make for efficiency. 
1. Direct legislation, initiative, referendum. 
B. The state executive — several heads. A brief contrast between the 
state and federal executive, enough to insure that the pupils 
realize a difference and discuss reasons for same. 

1. The governor; a party leader. 

a. Election; term; qualifications; salary. 

b. Legislative powers or share in legislation. 

(1) Regular and special messages to legislature. 

(2) May call special session for special business only. 

(3) Power over a bill after it has passed the legislature ; four 
ways in which the governor may treat a bill; special 
power in appropriation bills. 

c. Executive powers or administration. 

(1) Handicapped by decentralization of administration. 

(2) Appointment of a large number of officials and boards 
charged with carrying out the laws of the state. 

(a) The State Board of Administration and its business 
manager (information on this point can be obtained 
from the Session Laws of 1917) ; functions, expected 
advantages. 

(b) Other appointments, with functions. 

(3) Power of removal of certain state, county and city offi- 
cers. 

(4) Control of militia ; what the militia is as defined by con- 
stitution; what it is commonly supposed to be, or is in 
actual working. 

(5) Power to fill vacancies; state and federal officers. 

d. Judicial powers; pardon, reprieve, commutation, pardoning 
board. 

e. Removal from office; succession in such case. 

2. Other elective executive officers, eight of them; elections; term; 
general duties; removal. May be of different parties; executive 
power ^divided, executive heads in no sense a cabinet; advan- 
tages and disadvantages. Each a department of state; special 
stress on department of education, its organization and work. 



62 " Course of Study for High Schools. 

C. The state judiciary. 

1. Arrangement, jurisdiction, function of courts. 

a. Inferior courts (justice of the peace). 

b. District courts. 

c. Supreme courts; constitutionahty of laws. 

d. Courts of special nature. 

2. Officials of the courts; number; how chosen; term; salary; 
removal. (Mostly studied before; brief review here.) 

3. Control of executive officials; mandamus, injunction. 

4. Relation to federal courts. 

5. Interstate judicial relations; depositions. 

VI. Instruments of government. 

A. Finances: 

1. Public expenditures, state and local. 

a. Cultural. 

b. Humanitarian. 

c. Protective. 

d. Industrial. 

e. Three constitutional limitations on the state in expendi- 
tures. (Why Kansas could not until recently take advantage 
of the federal aid in road building.) 

2. Public revenues. 

a. Direct. 

(1) Public domain; school land and rentals. 

(2) Public industries. For state sale of serums and twine; 
for local waterworks, etc. 

(3) Investment of public money; school fund, etc. 

(4) Gifts. (Kansas has none.) 

(5) Confiscations and indemnities. 

b. Derivative. 

(1) Taxes; general principles governing. 

(a) Property; most important in Kansas; exemptions; 
defects of; assessment; levy and collection. 

(b) Poll tax. 

(c) Corporation taxes. 

(d) Mortgages, inheritance and income. Kansas has 
none. 

(2) Fees; hcenses (examples). 

(3) Assessments. 

(4) Fines and penalties. 

c. Anticipatory. 

Bonds; constitutional limitation on state; use in local units. 
(State of Kansas now has no bonded debt.) 

B. Control of elections. All elections, even of federal officials, under 
state law. 

1. The franchise; meaning of suffrage; who may vote; disqualifi- 
cations. 

2. Election districts. 

a. The state one district for federal officials and for major 
state officials. 

b. Congressional. 

c. Judicial. 

d. Senatorial. 

e. Representative. 

f. County. 

g. Township. 

h. School district. , 

i. City. 

Pupil's district for each of above elections. 

3. Time of election in each of above districts. Reasons for 
separating local elections as far as possible from state and 
federal elections. 



History and Social Science. 63 

4. Nominations: party organization in election districts; the 
leader; the primary; party enrollment at registration; the 
direct primary; nomination by petition; the ascending scale of 
committees and conventions; party platforms. 

5. Registrations; why more important in cities than in rural dis- 
tricts. 

6. Voting; suffrage; the polling places; Australian ballot system; 
preparation of the ballots; form of ballot; reasons for secret 
ballot; marking the ballot; straight ticket; election officers at 
the polls; challenging a vote; demand for a shorter ballot; the 
Massachusetts form now used; voting machines. 

7. Counting the vote; disposition of ballots; canvassing the votes; 
certificates of election. 

8. Majority and plurality; practice of this state; of other states. 

9. Election expenses; how far legitimate; sworn statements by 
candidates; campaign funds; publicity; how raised; for what 
use. 

10. Bribery; viciousness of; laws against. 
VII. Comparisons of state governments. Newer state constitutions tend to 
become much more extensive than those of older states (Oklahoma an 
extreme case). Reason for this; distrtst of state legislatures. Wide 
diversity of laws in the forty-eight states; evils of this; the newly 
formed and extra-constitutional "house of governors," an attempt to 
lessen this evil. 

Sources of information: 
State constitution. 
General Statutes. 

Class text, Kansas Supplement, and general discussion. 
Other civics texts. 

The Federal Government. 

The constitution of the United States at the time of its adoption embodied 
the political wisdom of the ages. More profoundly, perhaps, than any other 
political document, it has influenced the world at large. It is the governmen- 
tal framework of a mighty and growing world power. It has stood the test 
of time and "the shock of civil war." During the nineteenth century the 
world changed its modes of life and business more, it may be, than in all the 
historic centuries preceding; but so adaptive is the constitution of 1789 that 
only a few of its minor provisions, to be amended in the right time and in 
the right way, may be questioned. Such a constitution is worth living under, 
worth dying for, and eminently worth studying. It should be studied with 
history in its proper sequence and in its fundamental relations, for only thus 
can the growth of the United States into a great political power be under- 
stood. The constitution should be studied as civics, as the guide and supreme 
law of present national life. 

I. Relations of federal and state governments. 

A. Powers vested in federal government only. 

B. Powers reserved exclusively to states. 

C. Concurrent powers. 

D. Powers denied to federal government. 

E. Powers denied to state government. 

F. Privileges of states in the Union. 

G. Duties of states in the Union. 

H. Under what conditions the federal government may be called 
upon to protect a state against domestic violence. 

I. Guarantee to each state, by federal government, of a republican 
form of government. 

II. Activities of federal government. 

The federal government in its relations with the citizens. Delega- 
tion to the federal government by "the people of the United 



64 Course of Study for High Schools. 

States" of such powers as they judged to be essential for the 
estabhshment of a nation. Control of the people by the federal 
government direct, not through the states, save in the case of 
elections. 

1. Contact of the citizen with federal activities. 

a. Most obvious of these in everyday life: 

(1) Currency; coinage; banking system. (Chaps. XXVII 
and XXX.) 

(2) The postal service. (Chap. XXVII.) 

b. Less obvious: 

(1) Taxation. (Chaps. XXIX and XXXI.) 

(a) Duties on imported goods; with incidental effect 
on price of domestic goods. 

(b) Internal revenue; on liquors, tobacco, etc. 

(2) Control of interstate commerce; railway rates; pure- 
food laws. (Chap. XXXI.) 

(3) The work of the other departments, especially interior, 
agriculture, commerce, labor. 

(4) Navigation laws; rivers, harbors. (Chap. XXXI.) 

c. Still less personal, but with the possibility of affecting the 
individual at any time, the control of the federal govern- 
ment over: 

(1) All foreign relation. (Chap. XXXII.) 

(2) War and peace; the necessary army and navy; treaties; 
commercial and other. Chaps. XXVII and XXXW.) 

(3) Patents and copyrights. (Chap. XXXV.) 

(4) Standards of weights and measures (conformity with 
these, however, a matter of state regulation.) (Chap. 
XXXV.) 

(5) Naturalization. (Chap. XXXV.) 

(6) Bankruptcy. (Chap. XXXV.) - 

(7) Property rights through intei-pretation of the constitu- 
tion by the courts as applied to acts of Congress and 
of state legislatures. 

2. Powers reserved to people. Amendment of constitution, 
processes. 

3. Federal powers over crime. (Chap. XXXV.) 
Counterfeiting; piracy; laws of nations; treason. 

4. Territorial functions; largely historical; but important as it 
presages future, policies and establishes facts as to territorial 
relations, admission of States, etc. 

III. Organization of federal government. Having already made a detailed 
study of the organization of the state government, the teacher should 
see that those details of federal government organization which are 
like or similar to the state do not take up the time of the class. Con- 
trasts or peculiar features should be well understood. See that the 
pupil appreciates that to a great extent the state is modeled after the 
federal. As in the state and local units, the three great departments 
of government appear — legislative, executive, and judicial. A clearer 
separation of these in United States than in other nations. Compare 
with Great Britain. 
A. Legislative. 

1. Congress — Two houses — Relation of two houses. 
*a. Senate: number, qualifications, election, term, compensa- 
tion, case of vacancies, rights and privileges; state senators. 
(1) Special powers of the senate. 

(a) Ratification or rejection of President's appoint- 
ments; executive session. 

* The senate originally represented the federal idea. Bring out the demand for popular 
election of senators and its accomplishment. 



History and Social Science. 65 

(b) Trial of impeachments; procedure in impeachment 
of President. 

(c) Ratification of treaties. 

(2) Relative dignity of the senate. 

(3) Courtesy of the senate. 

(4) Cloture rules; what brought them on; did they exist 
before? 

(5) Special sessions. 

b. The house of representatives; composition, number, quali- 
fication, apportionment, federal census; districting the state, 
number from Kansas, your own local district and repre- 
sentatives; term of representatives, rights, privileges and 
disabilities. House represents the national idea. 

Special powers of house: add little to prestige of house. 

(a) Originate money bills; largely overridden by free 
power of amendment in senate. 

(b) Presentation of impeachment. 

(c) Elect President of United States under certain con- 
ditions. 

c. Congressional methods in legislation. The detail of pro- 
cedure in state legislation should have already given rnuch 
of this. Special attention should be given to — 

(1) Control of each house over its own members. 

(2) Quorum. 

(3) Presiding officers; how chosen. The powers of the 
speaker, making him a figure of national importance 
second only to the President. 

(4) Committee system; advantages, defects, committee on 
rules. 

(5) Process of legislation; compare with state; relation of 
Congress and President; ''filibustering." 

d. Limitations on Congress. 

e. Powei-s of Congress; express powers; implied powers; effect 
of the elastic clause. 

The executive. 

1. The President and the Vice President; their nomination; quali- 
fications; election; procedure in case of failure to elect; the 
electoral college; its functions; departure of college from orig- 
inal idea (unwritten constitution); term of President; discus- 
sion of its length; reelection (unwritten constitution); compen- 
sation; law fixing the right of succession to presidency. 

2. Functions of the President. 

a. Legislative, as shown by — 

(1) Messages, annual and special. 

(2) Summoning of extra session. 

(3) Power of veto. Compare with that of governor. Can- 
not veto single items; "riders." 

(4) Party leadership ; control of legislation through appoint- 
ing power and through popular support. 

b. Judicial, as shown by — 

(1) Reprieve, commutation, pardon. 

c. Executive, as shown by — 

(1) Duty to enforce all federal laws. 

(2) Command of army, navy and mihtia in federal service 
in time of war. 

(3) Power to negotiate treaties. 

(4) Appointment and reception of ambassadors and minis- 
ters. 



5— Inst. H. S.— 4147 



66 Course of Study for High Schools. 

(5) Appointment of federal administrative officials; officers 
of army and navy; postmasters; and especially of heads 
of executive departments, collectively known as the 
Cabinet. 

(6) Appointment of United States justices. 

(7) Appointment of commissions, standing and occasional; 
interstate commerce, growing importance; tariff commis- 
sion. 

3. The Cabinet. 

a. Development of the cabinet as a body of presidential ad- 
visers. Term "Cabinet" unknown to constitution; may ad- 
vise, cannot control President. Importance of their seleo 
tion; their removal from office. Not members of congress; 
contrast with British, French. Swiss, and other systems. 

b. Personnel and functions of the Cabinet ; the departments of 
the Cabinet and the services rendered by each. 

C. The federal judiciary: its importance. 

1. The supreme court; authorized in constitution; dignity of; when 
it may adjudicate upon the constitutionality of an act of Con- 
gress; its composition and appointment. 

2. Circuit courts; number; the justices; appointment; number. 

3. District courts; number; the justices; appointment; United 
States district attornej^s and marshals. 

4. Classes of cases under jurisdiction of federal courts. 

5. Historic decisions; their value and importance. 

IT. Imstruments of government. 

A. Revenues. 

1. Customs. 

2. Internal revenues. 

3. Sale of public property. 

4. Bonds. 

B. Expenditures. 

1. Various administrative departments of government. 

2. Army. 

3. Navy. 

4. Post office — nearh- self-supporting. 

5. Pensions. 

6. Indians. 

7. Public works. 

8. Redemption and interest of public debt. 

C. Public debt. 

1. Amount; how created; how met. 

2. Comparison with foreign debts. 
V. Supremacy of federal government. 

A. State may not contravene United States law or treaty. 

B. Fourteenth amendment to constitution; decides first as to what 
constitutes federal citizenship; state citizenship dependent on fed- 
eral; naturalization a federal function. 

C. Citizens allegiance not divided, but double; primarilv to the United 
States. 

VI. Growth or development of government seen in — 

A. Amendments. 

B. The unwritten constitution. Ours theoretically a strictly written 
constitution; contrast with unwritten constitution of the United 
Kingdom of Great Britain and Ireland. Precedents which have 
hardened into unwritten constitutional provisions in the United 
States — 

1. The functions of the electoral college. 

2. Incumbency of presidency limited to two terms. 

3. Possibility of House of Governors becoming such a precedent. 



I 



History and Social Science. 67 

VII. Historical study showing the origin of the federal government. The 

formation and development of the constitution. 
VIII. Theoretical and historical study bearing on the origin and development 
of government and the state. 
IX. Comparison of the British cabinet system with the presidential system 
of the United States. 

A. Place of the titular executive in each system : President real execu- 
tive in the United States; sovereign nominal executive in Great 
Britain; cabinet really in control; question as to which system 
yields greater efficiency; difference in prompt compliance with 
popular will ; possibility of antagonism between the executive and 
the legislative departments in each system. 

B. Comparison of the government of the United States with that of 
other nations. The United States a federal republic. Switzerland. 
Meaning of republic. Meaning of federal. Difference from con- 
federation. 

1. Centralized republic — France. 

2. Aristocratic government — no existing example. 

3. Monarchy — 

a. Absolute — found now only among obscure peoples. 

b. Limited — the United Kingdom of Great Britain and Ireland. 
Sources of information: 

Federal constitution. 

Class text. 

Bryce, ''American Commonwealth." 

Other textbooks. 

GENERAL SUGGESTIONS FOR CONDUCTING THE COURSE. 

1. It is expected that the teacher will expand upon the points brought out 
here covering the detail. 

2. Read carefully the preface of your textbook. 

3. Compel the pupil to find material in text touching any given point by 
use of index and table of contents. Thej^ may have to be taught how, but it 
is worth the time. Avoid assigning lessons by pages. 

4. Before any lesson is assigned the instructor should carefully discuss with 
the class the best methods of daily preparation. A careful assignment of the 
advance lesson is an infallible time saver. Plans of study will vary with 
different classes, but certainly all of them will involve the careful reading of 
the text, the making of memoranda on doubtful points, the looking up of 
unfamiliar words and expressions, and the correlation of the matter in the 
lesson with previous information and experience. Insistence on systematic 
preparation will do more to economize the time of the recitation "than any 
other single item. A little attention during the early part of the term will 
secure it. The device of encouraging students to write out, so far as possible, 
in advance the questions they wish to ask in class saves time and puts a pre- 
mium on intelligent questioning. Many idle interrogations wuU be unasked. 

5. In study of local government compel pupils to get information by in- 
vestigation wherever possible. After they have made their discoveries the 
textbook's discussion can be taken up. 

6. In study of the city try to make comparisons with other cities that have 
come into the experience of the pupils. 

7. Benefit is always to be had by having the pupil come into contact with 
public officials either by calling on them for information or by bringing them 
directly into the classroom. 

8. A textbook in civics is bound to have in it considerable historical and 
explanatory matter, necessary and valuable in itself, but which need not be 
memorized. The time allotted for the subject will not permit recitation on 
the infinity of details that might be discussed. There is great value in care- 
fully reading all that the text contains, for the details clarify the larger and 
n>ore important considerations. It is an impossibility, however, to recite each 



68 Course of Study for High Schools. 

fact in class. The problem of the teacher is to give the student in the time 
allotted a definite understanding of the principles and practices of his local, 
state, and national government, together with the maximum of information 
best calculated to make him a good citizen. 

9. In taking up study of judicial systems make use of local attorneys- 
private, city, or county — also local or district justices whenever possible. You 
are sure to find some one who will be glad to come before your class and dis- 
cuss the judicial system in part or whole. 

10. The teacher should see that the pupil attains progressive ability in 
attacking each new problem. He should be able to attack the township and 
develop the study of it with a keener insight than he did the school district, 
the city than he did the township, the county than he did the city, etc., until 
when he reaches the federal organization he should be able to select the im- 
portant from the unimportant, rapidly and accurately. 

11. In discussing any official or officer try to determine in how far the 
functions are legislative, executive or judicial. 

12. Pupil's interest in the work can be retained by visits to places which 
have to do with governmental activities. The city hall; water, light and gas 
s>^stems; public library ; post office, jails; council meetings; courts in action; 
county officers; all will furnish excellent means for illustrating the work. En- 
courage the pupils to make reports on the various phases of government. 
Questions of civic interest may be made subject of class debates. Search 
topics should be assigned far enough in advance to give the pupil time to find 
material and put it into shape. 

13. The questions at the close of each chapter of the text are valuable in 
bringing out the local conditions, and can be used to a good advantage. The 
teacher must determine how much should be used. 

14. A talk before the class by some one who has had experience in serving 
as a legislator will help in developing the organization of legislative bodies. 

15. In the study and development of the state, your own state (see Kansas 
Supplement) should be the subject, with constant comparison with states in 
general as shown in the general subject matter of the class text and other 
sources. 

16. A careful study of all charts in the text, especially those touching eco- 
nomic phases, is valuable; it teaches the pupil to appreciate the value of 
graphic studies and to be able to interpret them ; also fixes facts and furnishes 
basis for reasoning causes. Graphic studies by pupils themselves of tariff, 
political parties, etc., could be made. 

17. The teacher should never permit the pupils to lose sight of the funda- 
mental importance of checks and balances in a democratic form of go^'ern- 
ment, and how this was worked out in the development of state and federal 
constitutions. Point out the great fund of race experience and experiments in 
government that lies behind these ideas. 

18. The teacher will find it worth while to have a regular time for consul- 
tation. No topic should be given out until the teacher has assured himself 
that the material required is available for the student's use. If the teacher 
will require the pupil to report to him before giving the results of his investi- 
gation to the class, a great improvement in this kind of work will be effected. 
A little care early in the course can be made to stimulate a healthy rivalry 
for excellence in rendering oral reports, placing written reports on a public 
reading table for the benefit of the class has sometimes been found helpful. 

19. The student should not be required to maintain a mental junk shop of 
isolated facts. The relationship of the various departments of government 
should be brought out, and the student given an opportunity to apply his 
knowledge to some of the practical questions most likely to confront him as 
a citizen. Rapid reviews on the meaning of terms, the officers possessing 
given powers, the place for the settlement of given difficulties, the arguments 
for certain reforms, are all useful, interesting, and popular. A vast number of 
review questions in civics can be answered with "yes" or "no." If the teacher 
takes pains to prepare the questions in advance, a thorough and valuable re- 
view can be given in a week. A premium should be placed on rapidity as well 
as accuracy. Let the students themselves prepare some of the questions for 



History and Social Science. 69 

use in these exercises. The questions given in the outline are only suggestive 
of what the teacher can prepare for the work. Needless to say, the review 
should be on essentials. 

20. Review of local and state government. The following are suggestive 
questions for rapid review. Explain: Immediate government, representative 
government, suffrage, citizenship, congressional township, charter, franchise, 
constitution, commission system of government, city-manager plan of city 
government, county-manager plan of county government (proposed), civil 
service, merit system, home rule, eminent domain, ordinance, primaries, bill 
of rights, checks and balances, initiative, referendum, impeachment, minority 
representation, ex post jacto, quorum, bill of attainder, indictment, mandamus, 
injunction, police power, militia, treason, corporation, pool, trust, inheritance 
tax, appellate and original jurisdiction, common law, equity, plurality, ma- 
jority, "boss," budget, bonds, civil case, criminal case, direct taxes, panel of 
jurors, petit jury, grand jury, plaintiff, regents, registration, short ballot, sov- 
ereignty. 

Give the powers of: city assessor, county board, sheriff, prosecuting attor- 
ney, probate judge, city council, city board of education, governor, state 
senate, state house of representatives, board of equalization, state superin- 
tendent of public instruction, etc. When and how is each elected; term, 
qualifications, and salary? 

To what officer or governmental body would the following matters be pre- 
sented? Levying the city tax; probating a will; appropriating money for 
building county roads; establishing regulations for the penitentiaries; grant- 
ing divorces; declaring a state law unconstitutional; apportioning the members 
of the legislature among the counties; trj'ing a man accused of highway rob- 
bery; electing a superintendent of schools; voting money for poor relief; 
assessing property for purposes of taxation ; equalizing the assessment ; appor- 
tioning the amount of state tax to be raised among the counties; complaint 
against improperly cleaned sidewalks; appointment of an alderman to fill a 
vacancy; enforcement of factory legislation; provisions for fire protection and 
water supply; issuing bonds for school purposes; giving a franchise to tele- 
phone company; complaint against a policeman; i-epairs of a city cross walk; 
inmishing a man for spitting on the sidewalk ; arson ; drunkenness ; applica- 
tion for a dog license, hunting license, marriage license; application for per- 
mission to practice medicine, to teach school in your county rural schools, to 
take the quarantine from the house; commitment of an insane person to a 
state hospital; proposal to amend the state constitution; a demand for a 
change in the city charter; request for a pardon or a parole? 

Tell whether it is constitutional in your state for the legislature to appoint 
county judges, circuit judges; to legislate for the direct care of the insane, 
indigent, and criminal ; to fix the maximum amount of tax which your city 
may levy; to prohibit the carrying of firearms, the operation of pool rooms; 
to exclude from the state all alcoholic beverages; to compel children to at- 
tend school until at least fourteen years of age; to issue paper money; to 
charter corporations ; to establish a religion ; to impeach and try the governor, 
mayor, or state supreme court judge; to refuse support for the state educa- 
tional institutions; to use the money derived from the sale of each sixteenth 
section of the public lands for the payment of legislative salaries; to regulate 
railway rates; to fix the salaries of school superintendents; to determine legal 
holidays; rates of interest, and hours of labor for women; to enter into alli- 
ance with Canada; to regulate the manner of elections; to exclude citizens of 
a neighboring state from entering your state; to create new state boards and 
fix their salary; to prohibit firms incorporated in other states from doing busi- 
ness in your own; to tax post-office buildings or hospitals or churches; to 
build and operate a railway ; to appropriate money for the settlement of 
strikes, for payment of Confederate soldiers' pensions, for building an athletic 
field at the State University, for erecting a town hall or courthouse, or for a 
political campaign. 

May your citj' council legally grant franchises, condemn buildings as unsafe, 
incorporate business firms, close schools during an epidemic, license saloons, 
peddlers, or veterinarians, pave streets, issue bonds, increase the salary of the 
city officers, amend the city charter? 



70 Course of Study for High Schools. 

21. To test judgment and application which of the following are consti- 
tutional : 

Congress disestablishes the army and navy, refuses to pay the President, 
makes a treaty without the President's consent, appoints a Governor to fill a 
vacancy in your state, forbids the carrying of arms, repeals the law against 
smuggling, makes eighteen the legal age for voting in your state, gives im- 
munity to counterfeiters, refuses to appropriate money for pensions, or for 
salaries of the federal judges, passes a statute making it illegal for govern- 
ment employees to petition for shorter hours, enlarges the number of the 
Supreme Court, prescribes for the whipping of wife beaters, accepts presents 
for the government from the Sultan of Turkey, presents the President with an 
automobile. 

Explain: Log rolling, party caucus, riders, lobby, filibustering, minority 
President, electoral college, ex post facto, excise, implied powers, pocket vet'o, 
gerrymander, impeachment, senatorial courtesy, conventions, executive ses- 
sion, extradition, concurrent powers, spoils system, conservation, reclamation 
service, free silver, protective tariff, ship subsidy, ad valorem duties, legal 
tender, treasury notes, bimetallism, naturalization, bankruptcy, Australian 
ballot, copyright, patent, habeas corpus, martial law, committee of the whole, 
legislation by committee, joint resolution, reciprocity. 

22. For yes and no answers. 

1. Is it possible for a majority of the people to vote for a presiden- 
tial candidate and still fail to elect him? 

2. Can the United States Supreme Court overturn a state law regu- 
lating railway rates within the state? 

3. Was the President ever impeached? 

4. Does the constitution govern the organization of poUtical parties? 

5. Is there any limitation on the President's pardoning power? 

6. Does the constitution compel negro suffrage? 

7. Does the constitutional provision for uniform duties protect the 
territories? 

8. Is it possible for the federal government to repudiate its Civil War 
debt? 

9. May the President remove cabinet officers without the consent of 
the senate? 

10. Does the national pure-food act protect you from adulterated foods 
prepared within your own state? 

11. Are there constitutional limits to the federal power of taxation? 

12. Has the federal government any exclusive power of taxation? 

13. May Congress declare anything but gold and silver legal tender? 

14. May Congress exclude immigrants of a particular nationality? 

15. May Congress prohibit the consolidation of competing railways? 

16. May a treaty be superseded by a statute? 

17. May a state be compelled to observe the provisions of a treaty? 

18. Was the Louisiana Purchase constitutional? 

19. Is the decision of the United States Supreme Court binding on 
succeeding courts? 

20. Are all citizens voters? 

23. Make a list of governmental functions and ask what officer or govern- 
mental body has them in charge. For example, treaties, appointment of post- 
masters, enforcement of laws relative to Indian affairs, disposition of troops, 
weather bureau, territories, immigration restrictions, collection of revenues, etc. 

COMMUNITY CIVICS. 

(One-half unit, or one unit.) 
Textbook: Hughes' Community Civics (Allyn and Bacon, Chicago). 

It is recommended that the order of +opics be followed as found in the 
adopted text. As an aid to making the pupil think for himself, questions and 
suggestions for thought and investigations have been placed in the body of the 
book, where the pupil cannot help seeing them, as well as at the end of each 



History and Social Science. 71 

chapter. These questions, together with the topics requiring original investi- 
gation which can be assigned to individual members of the class, should be 
utilized as far as may be deemed practicable. 

It is also recommended that a study of vocations receive considerable at- 
tention in this grade. Each community should make a hst of professions, 
trades, and occupations, and group them under proper classifications. In the 
study of each project bring out the vocations connected with it. Select a few 
for study that are most closely associated with the topic; as, for instance, 
under "Civic Beauty," the architect, carpenter, etc., find out what training is 
necessary and how it is secured. Is the work mental or physical, automatic 
or responsible? What standard of living can be maintained in its pay? 
Hughes' Economic Civics contains valuable reference material for studying 
the vocational phase of the work. 

The significance, scope, aims, and contents of "Community Civics" are best 
defined in Bulletin No. 28 of the National Bureau of Education, 1916. 

"Community Civics lays emphasis upon the local community because (1) 
it is the community with which every citizen, especially the child, comes into 
most intimate relations, and which is alwaj's in the foreground of experience; 
(2) it is easier for the child, as it is for any citizen, to reahze his membership 
in the local community, to feel a sense of personal responsibility for it, and 
to enter into actual co-operation with it, than is the case with the national 
community." 

"But our Nation and our State are communities, as well as our city or 
village, and a child is a citizen of the larger as of the smaller community. 
The Bignificance of the term 'Community Civics' does not lie in its geo- 
graphical imphcations but in its implication of community relations, of a 
community of interests — it is a question of point of view, and Community 
Civics applies this point of view to the study of the local community." 

"The aim of community civics is to help the child to know his community 
— not merely a lot of facts about it, but the meaning of his community life, 
what it does for him, and how it does it, what the community has a right to 
expect from him, and how he may fulfill his obligation, meanwhile cultivat- 
ing in him the essential qualities and topics of good citizenship." 

"Contents of Community Civics — A characteristic feature of community 
civics is that it focuses attention upon the elements of the community rather 
than upon the machinery of government." 

The following projects are suggested from the report of the committee on 
Social Studies in Secondary Education. The Massachusetts Board of Edu- 
cation has issued a pamphlet, Supplementary Suggestion on the Teaching •/ 
Community Civics in First-year High School Classes, November 5, 1916, con- 
taining valuable bibliography for each topic given below with suggestions 
regarding material and methods: 

I. Health. 

1. Pure Air. 

Ventilation of buildings. 
Suppression of smoke and gas nuisance. 
Tenement house laws and inspection. 
Cleanliness of outbuildings. 

2. Pure Water. 

Wells and water system. 
Stream protection and filtration. 
Sewage disposal. 

3. Pure Food. 

School lunches. 
Pure food and drug laws. 
Inspection of markets and dairies. 
Inspection of slaughter-houseS. 
Inspection of cold storage. 

4. Exercise. 

Gymnasiums. 

Playgrounds and athletic fields. 



72 Course of Study for High Schools. 

5. Cleanliness. 

Disposal of household waste. 
Street cleaning. 
Public baths. 

6. Contagion. 

Medical inspection of schools. 

School nurses. 

Vaccination. 

Quarantine — local, state, national. 

Insect extermination. ^ 

7. The use of drugs. 

Temperance societies. 

Regulation of sale and manufacture of alcohol and tobacco. 

8. Working hours and conditions. 

Properly equipped schools (desks, lighting). 

Child-labor legislation and inspection (age, hours, work certificates, 

kinds of employment). 
Factory legislation and inspection (hours, lunch periods, sanitation, 

safety devices, seats for women employees, kinds of employment). 
Consumers' leagues. 
Child-labor associations. 

9. Miscellaneous purposes. 

Ambulance service. 
Hospitals and dispensaries. 
Vital statistics. 
Baby-saving campaigns. 

II. Prevention of Accidents. 

1. In houses, tenements, schools, public buildings. 

Fire exits, fire escapes, buildings laws and inspection. 

2. In the street. 

Traffic regulations and traffic squad. 
Underground wires. 
Street lighting. 

3. In transportation. 

Safety regulations and devices on raikoads, steamships, electric cars, 

and automobiles. 
Coast survey; lighthouses and buoys; life-saving stations. 

4. In industry. 

Safety devices in mines, quarries, and factories. 
Regulation and inspection of fire escapes, elevators, boilers. 

5. Prevention of floods. 

Levees. 

Presei-vation of forests. 

Flood reservoirs. 

6. Protection against fire. 

Water supply. 

Fire department. 

Forest rangers. 

Building regulations. 

Fire prevention movement. 

Insurance. 

Police. 

Courts (Civil and Criminal). 

Legal aid societies. 

Militia. 

State constabulary. 

Army. 

Navy. 

Patents and copyrights. 



History and Social Science. 73 

III. Recreation. 

School recess. Botanical and zoological gardens. 

Playgrounds and athletic fields. Libraries. 

Athletic associations. Museums and art galleries. 

Gymnasiums and bowling alleys. Summer camps. 

Extended use of schoolhouses. National parks. 

Public baths. Clubs and associations: 

Recreation piers. Boy Scouts. 

Concerts. Camp Fire Girls. 

Theaters and moving pictures. Y. M. C. A. 

Circuses. Social settlements. 

IV. Education. 
Kindergartens. 

Elementary schools (day, evening, summer, special). 
High Schools (day, evening, summer, special). 
Private and co-operative schools. 

Higher institutions (different kinds and purposes of each). 
Correspondence schools (use and limitation). 
Summer Chautauquas. 
Winter reading circles. 
Schools for defectives (blind, deaf, etc.). 
Corporation schools. 
Classes for immigrants. 
Young Men's Christian Association. 
Social settlements. 
Civic clubs. 

Literary and debating clubs. 
Public lectures and sermons. 
Libraries. 

Museums and art galleries. 
Theaters and moving pictures. 
Newspapers and periodicals. 
Public education associations. 
Home and school associations. 
The Foundations (Sage, General Education Board, Carnegie Foundation for 

the Advancement of Teaching), 
United States Bureau of Education, 

V. Civic Be-xuty, 
L Beauty in the home. 

Appearance of dwellings (paint, repairs, window boxes, etc.). 
Care of lawns, gardens, trees, 

2. Beauty in the school. 

Interior decoration. 
School architecture. 
Improvement of grounds. 
School gardening. 

3. Beauty in the street. 

The street plan. 
Construction and repair. 
Cleanliness. 
Provision for rubbish. 
LTnsightly objects — 

Telephone and electric light poles. 

Bill boards. 
Care and preservation of trees. 
Noise. 

Lighting at night. 
Parks, parkways and boulevards, water fronts. 



74 Course of Study for High Schools. 

4. Architecture. 

Public buildings. 

Business and office buildings. 

Residential. 

5. Art. 

Monuments and statues. 

Bridges. 

Galleries. 

6. City or town planning. 

Street plan. 

Grouping of public buildings. 
Industrial and residential sections. 
Regulation of height of buildings. 

7. Preservation of natural beauty. 

Local, State, National. 

8. Miscellaneous. 

Smoke abatement. 

Vacant lots. 

Alleys. 

Clean-up days. 

Care of public buildings. 

Mutilation of public property. 

VI. Wealth, 

Industries and occupations of the commimity. Study them with reference to 

the wants they satisfy or the service they perform. 
Raw materials used in those industries. Sources. 
Natural resources of your immediate community. 
Conservation of natural resources. 
Light and power for industrial uses. 
Transportation facilities. 

1. Capital: Nature of the capital used in — 

Farming in your locality. 

A large factory. 

A street railway. 

A mercantile establishment. 

A bank. 

2. Labor supply: Kind, abundance, permanence, reliability. 

3. Voluntary organizations aiding industry. 

Labor imions. 

Boards of trade, chamber of commerce. 

Associations af manufacturers, merchants, professional men. 

Employment bureaus. 

4. For saving. 

Banks — school banks, saving banks, postal savings. 
Homestead and loan associations. 
Insurance — life, accident, fire. 
Opportunities for investment. 

5. Government control. 

Federal departments, bureaus, commissions, etc. 

Treasury, Agriculture, Commerce, Labor, Interior, Interstate Com- 
merce Commission, etc. 

Consular system. 

Federal employment bureaus. 

Federal Reserve Board. 

Federal legrislation (consider the legislation of the present or last ses- 
sion of Congress). 



I 



History and Social Science. 75 

State bureaus and commissions. 

Agriculture, labor, highways, etc. 

Employment bureaus. 
State universities, agricultural and technical schools. 
State legislation. 

Wage laws, accident liability, labor of women and children, working 
conditions. 

VII. Communication. 
Postal service. 

Telegraph. 
Ocean cables. 
Wireless. 
Telephone. 
The press. 

Newspapers. 

Magazines, periodicals, etc. 

Books, libraries, etc. . 

Reports issued by government and by voluntaiy organizations. 
Lectures, sermons, Chautauqua, etc. 
Public discussion. 

Town meeting, county court days, fairs, etc. 
The corner groceiy. 
Clubs. 
Social centers. 

VIII. Transportation. 

1. Roads. 

Toll-road companies (now rare). 
Voluntary organizations to promote good roads. 
Government control — 
County and town. 
State (highway commissions, etc.). 
National — 

Department of Agriculture (Office of Public Roads). 
Post Office Department (rural delivery). 

2. Streets. 

City government, street department. 

3. Bridges. 

City, County, State, National. 

4. Natural waterways: Rivers, lakes, ocean. 

State bureaus and commissions. 
National — 

Department of Commerce (Coast Survey, Bureau of Navigation, 
Bureau of Lighthouses). 

Department of the Treasuiy (hfe-saving stations). 

Department of War (river and harbor improvement) . 

Department of Agriculture (Weather Bureau). 

International Waterways Commission. 

Interstate Commerce Commission. 

5. Canals. 

Private companies. 

State control. 

National (Panama, Sault Ste. Marie, etc.), 

6. Railroads. 

Private corporations. 

State (railway or public-service commissions). 

National (Interstate Commerce Commission). 

7. Electric railways. 

Urban — surface, elevated, subway. 
Interurban — 



76 Course of Study jor High Schools. 

Private corporations. 

City governments (franchises, commissions). 
State governments (public-service commissions). 
National (Interstate Commerce Commission). 

8. Post Office Department (parcel post). 

9. Express companies. 

10. Local transfer companies, cab lines, jitney lines, etc. 

11. Steamship and other navigation hnes. 

IX. Migration. ^ 

Federal Bureau of Immigration and Inspection Service. 

Federal Bureau of Naturahzation. 

State departments of labor and employment bureaus. 

Steamship companies. 

Railroad companies. 

Corporation labor agents. 

Colonization societies. 

Immigration societies and other volimtary organizations in the interest of 

immigrants. 
Chambers of commerce and similar organizations that seek to induce industries 

to estabhsh themselves in cities. 
Wheat growers' associations, agricultural exhibits, county and state fairs, etc. 

X. Charities. 

Local and state institutions for dependents and defectives. 

City and state departments of charities. 

Charity organization societies. 

Voluntary charitable organizations. 

Churches. 

Fraternal organizations. 

Settlements. 

Relief and social service departments of business corporations. 

Schools of philanthropy. 

Philanthropic foundations. 

Labor unions. 

Employment bureaus. 

XI. Correction. 

Machinery of school administration and discipline. 

Parental, truant, and special schools. 

Reform schools and reformatories. 

Jails and prisons. 

Labor colonies. 

Juvenile courts. 

Probation and parole. 

Prison-reform associations. 

XII. How Governmental Agencies are Conducted. 

Direct self-government — The town meeting. National and state constitutions 
as representing the direct will of the people. Recent development of the 
initiative, referendum, and recall. 

Representative self-government — Reasons for. Methods of representation. 
Proportional representation. 

Division of governing powers — Local, state, national. Reason for such divi- 
sion. Relations between state and local; between state and national. 

Separation of powers — Legislative, executive, judicial. Reasons for. Degree 
of separation in national, state, county, and city governments. Checks 
and balances. 



History and Social Science. 77 

Selection of representatives — The suffrage. Nominations. Conventions, direct 
primaries, preferential primaries. Elections. Party system, short ballot. 
The civil service, civil service reform, machine politics. 

General organization of government — Local (township, county, village, or 
city), state, national. 

XIII. How Governmental Agencies are Financed. 

1. Source of revenue. 

■Methods of taxation. 

Budget making. 

Appropriations. 

Assessment. 

Equalization. 

Exemptions. 
Methods of checking expenditures. 

Reports. 

Audits. 

Budget exhibits. 
Methods of borrowing money. 

XrV. How Voluntary Agencies are Conducted and Financed. 

A private hospital. A child-labor organization. 

A playground association. A humane society. 

A church. A bureau of municipal research. 

A charity organization society. A consumers' league. 

A social settlement. A local newspaper. 
A board of trade or chamber of 
commerce. 



REFERENCE BOOKS. 

Following is a list of books dealing with the various fields of history^ civics 
and economics. All are valuable as books of reference in supplementary read- 
ing and all are usable for high-school pupils. They have been chosen for their 
special value in presenting important phases of the studies and for their read- 
ability. A well-equipped librarv' should contain all of these books. The up- 
keep of a library demands that no school year should be allowed to pass with- 
out adding something to the librar>\ The star (*) is used to indicate the 
special value of the book as a reference, an additional one emphasizes this 
value. In purchasing from this list, therefore, the ones marked b}' the greatest 
number of stars should be considered fii-st, the second greatest next, etc. 

Many of the books will be found to overlap in scope; for example, some 
listed for English history may apply to medieval and modern history; some 
listed for medieval and modern histor>' may apply to English and American 
history, and vice versa; some listed for American and English historj^ may 
apply to civics and economics. Books of especial value for economics listed 
under other headings are marked thus t- 

Ancient History. 

*** Abbott, F. F. Society and Politics in Ancient Rome. Scribner. 
** Breasted, J. H. Ancient Times— Storv of the Earlv World. Ginn & Co. 

* Clodd, C. E. The Story of the Alphabet. Appleton. 

* Clodd. C. E. Story of Primitive Man. Appleton. 

*** Cunningham, W. Western Civilization (vol. I). The best book on the 

economic side of ancient history. Macmillan. 
** Davis. Readings in Ancient History. 2 vols. Allyn & Bacon. 

* Day, Edward. Social Life of Hebrews. Scribner. 

* Friedlaender, L. Town Life in Ancient Italy. Sanborn. 

*** Gulick, Charles B. Life of Ancient Greeks (illustrated). Appleton. 



78 Course of Study jar High Schools. 

*** Hawes & Hawes. Crete, The Forerunner of Greece (excellent). Harper 
& Bros. 
** Heornes, M. Primitive Man. Macmillan. 
*** Johnston, H. W. Private Life of the Romans. Scott-Foresman. 

* Mahaffy, J. P. Old Greek Life. American Book Co. 

*** Maspero, G. Life in Ancient Egypt and Assyria (illustrated). Appleton. 

* Plutarch's Lives. 3 vols. Translated by A. H. Clough. Everyman's Li- 

brary. Button. 
** Robinson-Breasted-Smith. A General History of Europe. Ginn & Co. 

* Sayce. Babylonian and Assyrian Life and Customs. Scribner. 
*■''* Seignobos, C. History of Ancient Civilization. Scribner. 

** Winckler, Hugo. History of Babylonia and Assyria. Scribner. 

Medieval History. 

* Adams, George B. Medieval Civilization. American Book Co. 
*** Archer and Kingsford. The Crusades. Putnam. 

Creasy, E. S. Fifteen Decisive Battles of the World. Everyman's Li- 
brary. Button. 
*** Emgrton. Introduction to the Middle Ages. Ginn & Co. 

* Fisher, G. P. History of Christian Church. Scribner. 
*** Gibbins. History of Commerce in Europe. Macmillan. 

* Jessopp, Augustus. The coming of the Friars. Putnam. 
*** Munro. History of Middle Ages. Appleton. 

*** Robinson. Readings in European Histoiy. 2 vols. Ginn & Co. 
** Robinson-Breasted-Smith. A General History of Europe. Ginn & Co. 
*** Seignobos. The Feudal Regime (translated by Dow). Henry- Holt. 

Modern History. 

** Beard, C. A. The Industrial Revolution. Macmillan. 

Douglas. Europe and the Far East. Macmillan. 
*** Fyffe. History of Modern Europe (single-volume edition). Henry Holt. 
** Hazen. Europe Since 1815. Henry Holt. 

* Henderson, E. F. Short History of Germany. 2 vols. Macmillan. 

* Johnston, R. M. Napoleon. A. S. Barnes & Co. 
Johnston & Spencer. Ireland's Story. Houghton Mifflin. 

t Kirkup. History of Socialism. Macmillan. 

** Lecky. History of England in Eighteenth Century. 7 vols. D. Apple- 
ton & Co. 
Lowell, A. L. Governments and Parties in Continental Europe. 2 vols. 
Houghton Mifflin. 
** Lowell, E. J. The Eve of the French Revolution. Houghton Mifflin. 
*** Mathews, Shaler. The French Revolution. Longmans. 
** Payne, E. J. European Colonies. Macmillan. 

* Rambaud. History of Russia. 3 vols. Dana, Estes & Co. 

* Reinsch, P. S. World Pohtics at End of Nineteenth Century. Macmillan. 
*** Robinson & Beard. Readings in Modern European History. 2 vols. 

Ginn & Co. 
** Robinson-Breasted-Smith. A General History of Europe. Ginn & Co. 
*** Seignobos. Europe since 1814. Translated by Macvane. Henry Holt. 

* Simonds. History of the World War. 5 vols. Doubleday, Page. 

* Skrine. Expansion of Russia. Macmillan. 

* Thurston. History of the Growth of the Steam Engine. D. Appleton 

&Co. 

English History. 

t*** Cheyney. Industrial and Social History of England. Macmillan. 
t* Gibbins, Henry De B. Industrial History of England. Scribner. 
** Green, J. R. Short History of English People. Harper & Bros., or 
American Book Co. 



History and Social Science. 79 

*** Gardiner. Student's History of England. Longmans. 
** Montague, F. C. Elements of English Constitutional History. Long- 
mans. 

United States History. 

Texts. 

** Bassett. Short History of the United States. Macmillan. 
** Channing. Student's History of the United States. Macmillan. 
*** Elson. A History of the United States. Macmillan. 

Guitteau. Our United States, A History. Silver, Burdett. 

McLaughlin. A History of the American Nation. Appleton. 

McMaster. A School History of the United States. American Book Co. 

* Muzzey. American History. Ginn & Co. 

*** West. History of the American People. Allyn & Bacon. 

Source Books. 

Halsey. Great Epochs in American Historj*. Funk & Wagnall. 
** Hart. American History Told by Contemporaries. Macmillan. 
*** James. Readings in American History. Scribner. 

*** MacDonald. Documentary Source Book of American History. Mac- 
millan. 
** McKinley. Illustrated Topics for American History. McKinley Pub. Co. 
** Muzzey. Readings in American History. Ginn & Co. 

General Reference. 

Andrews, C. M. The Colonial Period (Home Univereity Libraiy). Holt. 

* Barnes. A Popular Histor>' of the United States. A. L. Burt & Co., N. Y. 
Bassett. Our War with Germany. Knopf. 

*** Bogart. Economic History of the United States. Longmans. 
** Burgess. The Middle Period. 

Burgess. The Civil War and the Constitution. 

Burgess. Reconstructoin and the Constitution. Scribner. 

Cambridge. Modern History, Vol. VH. Macmillan. 
*** Coman. Industrial History of the United States. Macmillan. 
*** Dewey. Financial History of the L^nited States. Longmans. 

Dodge. Bird's-eye View of the Civil War. Houghton Mifflin. 

Eggleston. Beginners of a Nation. Appleton. 

* Elson. Sidehghts on American History. Macmillan. 
Fisher. The Colonial Era. Scribner. 

*** Fiske. Discovery of America. 

Fiske. The Beginnings of New England. 

Fiske. Old Virginia and her Neighbors. 

Fiske. The Dutch and Quaker Colonies. 

Fiske. The American Revolution. 

Fiske. The Critical Period. Houghton Mifflin. 

Hart. The American Nation Series. Harper. 
*** Hart. The Formation of the Union. Longmans. 

Larned. History for Ready Reference. C. A. Nichols Co., Springfield, 
Mass. 

Parkman. The Struggle for a Continent. Little-Brown. 

Schouler. History of the United States (VII Vol.). Dodd, Mead. 

Sloane. The French War and the Revolution. Scribner. 

* Stanwood. A History of the Presidency. Houghton Mifflin. 
*** Taussig. Tariff History of the United States. Putnam. 

*** Thwaites. The Colonies. Longmans. 

Walker. Making of a Nation. Scribner. 
*** Wilson. Division and Reunion. Longmans. 

Woodburn. Lecky's American Revolution. Appleton. 



80 Course of Study for High Schools. 

Pedagogical Rejerences. 

*** McLaughlin. The Teaching of American History. D. Appleton. Free. 
*** Hindsdale. How to Study and Teach Histor3^ D. Appleton. 
*** Bourne. Teaching of History and Civics. Longmans. 

Civics. 

*** Bryce, James. The American Commonwealth. (Abridged edition.) 1 

vol. Macmillan. 
*** Fairlee. Local Government in Counties, To^vns and Villages. Century. 

Fiske. Civil Government. 1 vol. Houghton Mifflin. 
*** Goodnow, F. J. City Government in U. S. Century. 

Gardner, James. Government in U. S. American Book Co. 
** Oberholtzer, E. P. The Initiative, Referendum and Recall in America. 

Scribner. 
t* Plehn, C. C. Introduction to Pubhc Finance. Macmillan. 
** Press Publishing Co. World Almanac for Current Year. (Order in cloth.) 
Press Publishing Co. 

* Ransom, W. L. Majority Rule and Judiciary. Scribner. 

*** Reinsch, P. S. American Legislatures and Legislative Methods. Century. 
t* Shaw, A. (editor). The National Revenues. 

* Wilson, Woodrow. The State. D. C. Heath & Co. 

** Woodruff, C. R. Citj' Government bj' Commission. Appleton. 
*** Willoughbv. Rights and Duties of American Citizenship. American 
Book Co. 

Economics. 

Bastable, C. F. The Commerce of Nations. Macmillan. 

* Bullock, C. J. Introduction to the Study of Economics. Silver, Burdett 

& Co. 
*** Bullock, C. J. Selected Readings in Economics. Ginn & Co. 
** Commons, J. R. Trade Unionism and Labor Problems. Ginn & Co. 
Ensor, R. C. K. Modern Socialism. Scribner. 
Hadley, A. T. Railroad Transportation. Putnam. 
*** Hadley, A. T. Economics. Putnam. 

*** Jevons, W. S. Money and the Mechanism of Exchange. Appleton and 
also Twentieth Century Publishing Co. 
Johnson, E. R. American Railway Transportation. Appleton. 
*** Marshall, A. Principles of Economics. Macmillan. 
*** Nicholson, J. S. Principles of Political Economj'. Macmillan. 
** Seager, H. R. Introduction to Economics. Holt & Co. 
*** Taussig, F. W. Principles of Economics. 2 vols. Macmillan. 
*** White, H. Money and Banking. Ginn & Co. 

PUBLISHING COMPANIES. 

Below are given the addresses of publishers. Companies usually furnish 
their own publications to boards of education at slightly lower (wholesale) 
prices than can be secured from book jobbing houses, and when many books 
of one publisher are purchased at once a saving is made by ordering direct. 
However, large jobbing houses (such as A. C. McClurg & Co., Chicago) are 
prepared to supply promptly the books of all publishers, and all miscellaneous 
orders should be sent to them or given to a local dealer. In ordering state 
exactly what is ivanied, including author, title, edition and publisher. This 
precaution is doubly important when purchasing through local dealers not 
accustomed to handling orders of librarj^ books. 

AUyn & Bacon, Chicago. Ginn & Co., Chicago. 

American Book Company, Chicago. Harper & Bros., New York City. 

D. Appleton & Co., Chicago. D. C. Heath & Co., Chicago. 
Atkinson, M ntzer & Co., Chicago. H nry Holt & Co., New York City. 
Century Book Company, Chicago. Houghton Mifflin Company, Chicago. 
Dodd, Mead & Co., Kansas City. J. B. Lippincott Company, Philadelphia. 
Doubleday, Page & Co., New York City. Little, Brown & Co., Boston. 

E. P. Dutton & Co., New York City. Longmans, Green & Co., Chicago. 



History and Social Science. 



81 



The Macmillan Company, Chicago. 
Manual Arts Press, Peoria. 
Charles E. Merrill Co., Chicago. 
A. J. Nystrom & Co., Chicago. 
Ope-n Court Publishing Co., Chicago. 
Orange, Judd Company, Chicago. 
G. P. Putnam's Sons, Chicago. 



Rand, McNally & Co., Chicago. 
Row, Peterson & Co., Chicago. 
Chas. Scribner's Sons, Chicago. 
Scott, Foresman & Co., Chicago. 
Silver, Burdett & Co., Chicago. 
Small, MajTiard & Co., Boston. 
Whitcomb & Barrows, Boston. 



ILLUSTRATIVE MATERIAL. 

The studj' of histoiy is inseparably connected with a knowledge and under- 
standing of geography and the abihty to interpret maps iUustrative of his- 
torical situations and movements. No course in history can be properly 
taught without the use of maps and other illustrations. No high school can 
be expected to rank high if the equipment does not contain an ample supply 
of maps illustrative of the various phases of history. Following is a list of 
maps marked as to importance and should be purchased in that order. 

The ones marked (*) should be considered first in purchasing. Po.ssibly 
those so marked could be purchased in form of a chart more reasonably than 
as individual maps. If not purchased in chart form each rnap should be in 
a case by itself for convenience in carrying from room to room. Whenever 
possible the text of maps purchased should be printed in English. 

Ancient History. 
Maps to show — 

*1. The physical features of Eurasia or of Europe and Asia separately. 

*2. Ancient World — Egypt, Assyria, Babylonia, etc. 

*3. Ancient Asia Minor, including Palestine. 

*4. Eastern Mediterranean, showing Crete. 

5. Oriental Empires. 

*6. Greek and Phoenician colonization. 

*7. Ancient Greece and .Egean, including the Ionian coast of Asia Minor. 

8. Alexander's empire. 

*9. Ancient Italy, showing Sicily, Sardinia, Corsica, Carthage, etc. 

*10. Mediterranean world during Roman conquests. 

*11. Roman empire at time of Augustus and the emperors. 

*12. Barbarian invasions; breaking up of Roman empire. 



Maps to show- 



Mediev.'^l History. 



*9 

*10 

11 
tl2 



Europe at time of Charlemagne. 
Mohammedan conquests. May be found in connection with other 
maps. 

Europe during tenth century, especially the latter half, including the 
Holy Roman empire. 

Europe and Mediterranean shores at time of crusades. 
England and France from twelfth to sixteenth century. 
Europe about 1350 to 1400 a.h. 
Commerce in medieval period. 

World during age of discoveries and explorations, including coloniza- 
tion. 

Europe at time of Charles V and the Reformation. (The Reformation 
may be treated in a separate map.) 

Europe, to show the conditions at close of Thirty Years' War, 1648, 
and latler half of seventeenth century down to 1700. 
Europe during eighteenth century to 1789. 
England during Tudor and Stuart period. 



Modern History. 
Maps to show — 

*1. Europe during French Revolution and Napoleonic jjeriod. 
*2. Europe in 1815, after Congress of Vienna. 



6— Inst. H. S.— 4147 



82 Course of Study for High Schools. 

*3. England and Europe at the time of industrial revolution. 

4. Modern Italy. 

5. Modern Germany. 

1*6. World, showing political divisions in latter part of nineteenth and 
early part of twentieth centuries. (Better if it includes commercial 
trade routes up to date.) 
*7. Africa, showing the partition. 
*8. Europe in 1914. 
*9. Europe in 1918. 

English History. 

Maps appearing in previous hsts marked thus f apply to English history; 
besides these there should be maps to show — 

1. England under Roman Empire. 

2. England at the time of Saxon and Danish invasions. 

3. England at the time of Norman conquest. 

4. England at time of the reform of 1832. 

United States History. 

The most desirable maps for the study of United States history are put up 
in the form of charts, and illustrate political, social and territorial phases 
of the study. 

Following is a list of map publishing companies whose publications, as given 
in the Price List of July, 1922, are approved by the State School Book Com- 
mission: 

Denoyer-Geppert Co., Chicago. 

A. J. Nystrom & Co., Chicago. 

Rand, McNally & Co., Chicago. 

Weber Costello Co., Chicago. 



D 




LIBRARY OF CONGRESS 

llllllfllllllflll 

018 499 633 9 



